A36-01 Impact of Adaptive Learning on Multidisciplinary Clinician Proficiency in Managing Type 2 Inflammation in Severe Asthma

Abstract Rationale Type 2 (T2) inflammation underlies a substantial subset of severe asthma cases, yet many clinicians lack the confidence and skill to identify this phenotype and apply biologic therapy appropriately. This study evaluated effectiveness of an online adaptive learning activity in improving multidisciplinary clinicians’ understanding and clinical decision-making related to T2 inflammation and biologic integration. Methods A self-directed, online activity engaged 3,167 learners, including 1,480 pulmonologists and 806 allergists/immunologists, as well as other healthcare providers. Baseline learners responding correctly with high confidence (achieving “mastery”) could bypass content and focus on areas of need. Participants completed pre/post assessments combining multiple-choice questions and self-rated confidence scores. Outcomes were analyzed using a two-dimensional cohort model to group learners by responses: 1: Optimal knowledge/competence + high confidence (mastery) 2: Optimal knowledge/competence + low confidence 3: Suboptimal knowledge/competence + low confidence4: Suboptimal knowledge/competence + high confidence Results At baseline, the allergy/immunology cohort demonstrated an overall 23 percentage point advantage in mastery (correct/confident) vs. the pulmonology cohort (47% vs. 24%). Post-program, the knowledge and competence gap between specialties largely closed, with assessment scores across both cohorts reaching 95% and 92% correct, respectively, though confidence noticeably lagged behind knowledge and skill gains (Figure 1). Among foundational concepts of T2 inflammation, the proportion of all learners who were incorrect/not confident decreased substantially from 32% to 7%, and those correct/not confident increased from 47% to 72%, highlighting that while learners gained knowledge and stronger understanding, many still lacked full confidence in applying it. This pattern underscores that the educational design effectively uncovered where conceptual understanding alone is insufficient to achieve mastery. In applied skills, substantial improvement occurred in pediatric biologic selection, where mastery increased from 11% to 53%, demonstrating marked gains in both clinical competence and confidence. Findings suggest that the activity successfully advanced understanding and skill in precision biologic therapy, particularly in pediatrics, while also revealing ongoing opportunities to build comfort with evolving treatment paradigms. Conclusions The adaptive, self-directed activity improved multidisciplinary clinicians’ knowledge and competence regarding the T2 inflammation pathway and its clinical consequences, as well as appropriate integration of biologic therapy into treatment plans, particularly in pediatric asthma management. Despite closing specialty gaps and achieving high post-program accuracy in knowledge and competence, persistent confidence deficits suggest the need for continued learning. These findings demonstrate that adaptive education can drive meaningful improvements in precision asthma care while illuminating areas requiring deeper reinforcement for sustained clinical confidence. This abstract is funded by: The activity this data is based on was supported by an independent medical education grant from Regeneron Pharmaceuticals, Inc and Sanofi