Introduction/Background*This study determined whether online continuing medical education (CME) could improve the competence of obstetricians/gynaecologists (obs/gyns) and oncologists (oncs) regarding the selection and application of PARP inhibitor maintenance strategies for patients with newly diagnosed advanced ovarian cancer

Methodology A 30-minute online video discussion between four expert faculty was launched for physicians outside the USA December 2020 with data collected to May 2021. Educational effect assessed with repeated-pairs pre-/post-activity- individual participants serving as their own control. 3 multiple-choice, knowledge questions and 1 self-efficacy, 5-point Likert scale confidence question were analysed. McNemar’s test assessed pre- to post-activity change (5% significance level, P <.05). Magnitude of change in total number of correct responses overall, and for each question, determined with Cohen’s d (<.2=Modest, .20-.49=Small, .50-.79=Moderate, >.80=Large.

Result(s)*216 obs/gyns and 80 oncs completed pre- and post-activity questions. Positive educational effect was observed for obs/gyns (small effect, Cohen’s d=.34, P<.001; average% of correct responses increasing from 46 to 57%) and oncs (moderate effect, Cohen’s d=.51, P<.001; average% of correct responses increasing from 60 to 73%). Increases in correct responses post-activity were seen for questions on selection of the right diagnostic testing (% relative improvement, obs/gyn: 21%; oncs 15%), selection of treatment/maintenance strategy (obs/gyns: 10%, oncs: 4%), and management of myelosuppression (obs/gyns: 37%; oncs: 44%). The% of participants answering all questions correctly increased from 12 to 25% for obs/gyns and from 23 to 43% for oncs. Pre-activity competence was low for all questions and despite improvements, this remained modest post-activity. Confidence selecting an appropriate PARP inhibitor maintenance strategy for patients with newly diagnosed ovarian cancer increased post-activity with 47% of obs/gyn and 44% of oncs with improved confidence. Overall, 41% of obs/gyns and 41% of oncs improved their competence by answering at least one more question correctly post-activity.

Conclusion*This on-demand, online video panel discussion had a positive educational impact. However, significant education gaps were evident pre-activity that remained post-activity in a high proportion of participants. There is a need for further education to increase the competence and confidence of clinicians in application of PARP inhibitor maintenance regimens in real world practice