Abstract Background This study evaluated the impact of online CME on clinician knowledge, competence, and confidence in using molecular rapid diagnostic tests (mRDTs) and antimicrobial stewardship (AMS) for diagnosing and managing suspected upper respiratory infections (URIs). Methods The educational activity included 5 video-based micro-CME chapters presented by 3 experts, allowing learners to select chapters. Educational impact was assessed using a repeated paired pre-/post-assessment design, with participants serving as their own controls. McNemar’s tests (P .05) determined statistical significance in mastery (correct decisions or improved confidence). A confidence-based assessment (CBA) evaluated changes in competence and confidence, categorizing responses as mastery (correct .001). Additional learner specific insights from the assessment include: • In a case scenario, ∼50% of learners started empiric antibiotics despite the patient presenting well and no positive test results, highlighting persistent antibiotic misuse learning gaps • Despite a 47% average improvement in AMS across target groups, ∼50% of learners still lack mastery in applying stewardship principles when managing suspected upper respiratory infections with available mRDTs Conclusion These findings demonstrate that online CME improves understanding of mRDTs and AMS strategies for diagnosing and managing suspected URIs. Future education should include case scenarios and emphasize real-world practices, focusing on when to use mRDTs and how to integrate AMS principles for suspected infections in vulnerable patients populations. Disclosures All Authors: No reported disclosures
Nair et al. (Thu,) studied this question.