594. The Prevention and Management of HIV: Online Education as a Tool to Improve Knowledge and Confidence Among HIV/ID Specialists

BACKGROUND: To optimize care for patients at risk for HIV acquisition and individuals living with HIV, healthcare providers (HCPs) must not only remain current with the data, but critically evaluate the clinical implications of such. METHODS: A CME/CE/CPE-certified, 60-minute, video-based activity was developed to increase knowledge of the latest clinical-trial and real-world data for the prevention and treatment of HIV. The activity posted online on March 26, 2018 and featured four experts. Segmented into three sequentially linked presentations, each presentation featured a moderator and panelist who summarized the latest data and evaluated potential clinical implications with regard to, HIV prevention strategies, including PrEP; Existing and emerging HIV ARV regimens; and the management of HIV/HCV coinfection. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design, in which each individual served as his/her own control. Responses to three multiple-choice, knowledge questions and one self-efficacy confidence question were analyzed. A chi-squared test assessed changes pre- to post-assessment. P-value < 0.05 is 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). Data were collected through April 25, 2017. RESULTS: 4,485 HCPs, including 954 physicians have participated in the activity. Data from HIV/ID specialists (n = 50) who answered all pre-/post-assessment questions during the study period were analyzed. Significant improvements were observed overall (P = 0.0039; V = 0.166) and in several specific areas of assessment (figure). Following activity participation, 22% of ID specialists indicated increased confidence in answering patients’ questions about new ARV agents and regimens and 90% of HIV/ID specialists indicated a commitment to incorporate one or more changes into practice. CONCLUSION: Participation in this online education consisting of segmented video interviews on new clinical data significantly improved ID specialists’ knowledge and confidence with regard to key advances in HIV prevention, treatment, and the management of HIV/HCV coinfection. These findings highlight the positive impact of well-designed online education. [Image: see text] DISCLOSURES: S. Hurst, ViiV Healthcare: Independent Medical Education, Educational grant. S. Smith, ViiV Healthcare: Independent Medical Education, Educational grant.