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EPV104/#228 Emerging immunotherapy paradigms in advanced endometrial cancer: the effect of online education on clinician knowledge and confidence
  1. G Fisher1,
  2. A Furedy1,
  3. J Vandenbroucque1 and
  4. N Colombo2
  1. 1Medscape, Medical Education, London, UK
  2. 2Instituto Europeo di Oncologia, Department of Gynecology, Milan, Italy


Objectives This study determined whether online continuing medical education (CME) could improve the knowledge of oncologists (oncs) and obstetricians/gynaecologists (obs/gyns) regarding the rationale and evidence for immunotherapy paradigms in advanced endometrial cancer.

Methods A 30-minute online video lecture was launched for physicians outside the USA August 2020 with data collected to November 2020. Educational effect assessed with repeated-pairs pre-/post-activity- individual participants serving as own control. 3 multiple-choice, knowledge questions and 1 self-efficacy, 5-point Likert scale confidence question were analyzed. Chi-squared 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 Cramer’s V (<.06=Modest, 0.06–0.15=Noticeable, 0.16–0.26=Considerable, >.26=Extensive).

Results 142 obs/gyns and 60 oncs completed pre- and post-activity questions. Positive educational effect was observed for obs/gyns (noticeable effect, V=.092, P<.01; average% of correct responses increasing from 33 to 42%) and oncs (noticeable effect, V=.150, P=.0043; average% of correct responses increasing from 47 to 62%). Increases in correct responses post-activity seen for questions on response to 2nd line chemotherapy (% relative improvement, obs/gyn: 23%, oncs 22%), rationale for immunotherapy (obs/gyns: 24%, oncs: 72%), data for the dostarlimab GARNET trial (obs/gyns: 36%, oncs: 21%). Confidence in knowledge of the evidence for immunotherapy strategies increased post-activity (total average confidence shift: 27% obs/gyns and 40% oncs). Overall, 22% of learners’ responses were improved and 39% of learners’ responses were reinforced.

Conclusions This online CME activity resulted in a positive educational impact for both clinical specialties. However, education gaps remained evident post-activity.

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