Peer-reviewed article
2527. Improving Care for Adolescents Living with HIV: Evaluating the Impact of Case-Based Education
Hurst S, Blatherwick D ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study evaluates an online educational program designed to improve healthcare providers' knowledge and care practices for adolescents living with HIV. The program uses case-based learning with multiple-choice questions and immediate evidence-based feedback. Healthcare providers who completed the program showed significant improvements in answering assessment questions correctly, and many reported plans to change their clinical approaches.
Key points
- 6,755 healthcare professionals participated, including 87 HIV/ID specialists analyzed in this study
- HIV/ID specialists improved from 5% to 68% answering all assessment questions correctly after the intervention (P < 0.0001)
- 43% of HIV/ID specialists indicated they planned to modify their treatment approach to adolescents with HIV as a result
- The program used a 'test then teach' approach with immediate evidence-based feedback following each response
- Study design was repeated-pairs pre-/post-assessment with each individual serving as their own control
Limitations
This study measures short-term changes in healthcare provider knowledge and intended practice changes, not actual impacts on adolescent health outcomes or whether practice changes were implemented. The study cannot demonstrate whether improved provider knowledge translates to better care or health outcomes for adolescents living with HIV.
Abstract
Abstract Background The CDC estimates that 26% of the approximately 50,000 people newly diagnosed with HIV in 2010 were youth 13 to 24 years of age. Older children and adolescents now comprise the largest population cared for at pediatric HIV clinics. Methods To improve HIV/ID specialists’ ability to develop a comprehensive care strategy for adolescents living with HIV, a CME/ABIM MOC/CE certified, case-based, educational program was developed. A series of multiple-choice questions evaluated the application of evidence-based recommendations. A “test then teach” approach elicited cognitive dissonance, with evidence-based feedback provided following each learner response. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values < 0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (< 0.05 modest; 0.06–0.15 noticeable effect; 0.16–0.26 considerable effect; > 0.26 extensive effect). The activity launched on a website dedicated to continuous professional development on November 27, 2018. Data for this initial analysis were collected through February 27, 2019. Results To date, 6,755 HCPs (1,714 physicians; 2,795 nurses; 1,076 pharmacists) have participated in the activity. Data from the subset of HIV/ID specialists (n = 87) who answered all pre-/post-assessment questions during the initial study period were analyzed. Following activity participation, significant improvements were observed in the proportion of HIV/ID specialists who answered all assessment questions correctly (5% pre vs. 68% post; P < 0.0001; V = 0.397). Improvements were also observed in several specific areas of assessment (table). Additionally, 43% of HIV/ID specialists indicated they planned to modify their treatment approach among adolescents as a result of participating in the education. Conclusion Participation in this online, interactive, case-based, educational intervention significantly improved HIV/ID specialists’ ability to develop individualized strategies for adolescents living with HIV. These findings highlight the positive impact of well-designed online education. Disclosures All authors: No reported disclosures.