What question did this study set out to answer?

This research aims to improve the diagnosis and management of idiopathic hypersomnia through targeted clinician education and real-world evidence analysis.

May 10, 2026

1195 Integrating Educational Outcomes and Real-World Claims Data to Improve Idiopathic Hypersomnia Diagnosis and Management

Key Points

This research aims to improve the diagnosis and management of idiopathic hypersomnia through targeted clinician education and real-world evidence analysis.
Multimodal educational program for clinicians including live/virtual symposia, TeleECHO clinics, and online modules.
Pre/post knowledge assessments and self-reported behavior changes were evaluated for 12 months pre- and post-education.
Real-world claims analysis matched over 7,200 educated clinicians with non-exposed controls to assess changes in diagnosis and treatment decisions.
Knowledge and competency in IH improved by 37%-60% in pre/post-tests.
80%-87% of participants intended to change their practice, focusing on critical IH features and cardiovascular risk.
Follow-on surveys indicated up to 79% of clinicians reported implementation of guideline-concordant changes in their practice.

Abstract

Abstract Introduction Idiopathic hypersomnia (IH) is a common yet under-recognized disorder that can be associated with significant functional impairment and delay in treatment due to barriers differentiating IH from other central disorders of hypersomnolence. Needs assessments identified gaps in clinician understanding of diagnostic criteria and key distinguishing features of the disorder (eg, sleep inertia, unrefreshing sleep) and inclusion of cardiometabolic risk in treatment decision-making. Delivering scalable, outcomes-based education that is validated with real-world data may begin to address these gaps. Methods Med Learning Group provided a multimodal IH educational program for multidisciplinary clinicians that consisted of live/virtual symposia and TeleECHO clinics, an interactive gamified online module, and point-of-care decision-support tools. Evaluation of educational impact included pre/post knowledge questions, competence and confidence ratings, follow-on surveys, and self-reported change in practice behavior. To independently evaluate the effect of education on clinician behavior beyond self-report, Med Learning Group commissioned a real-world evidence (RWE) claims analysis, currently underway, through its partnership with IQVIA. More than 7,200 educated clinicians were matched 1: 1 with non-exposed controls by specialty, geography, baseline IH/narcolepsy diagnostic volume, and prescribing volume. New IH and narcolepsy diagnoses will be analyzed for 12 months before education, and all available months after education. An ANCOVA-based promotion-evaluation model will determine whether educational exposure is associated with a change in diagnosing behavior. Results In the 4 IH-focused education interventions (N12,000), correct answers on knowledge and competence-based pre/posttests improved 37%–60%. Learners expressed intention to change practice in 80%–87% of cases; planned changes include improving diagnostic work-flow, identifying critical IH features, assessing unrefreshing sleep and sleep inertia, and factoring cardiovascular risk into treatment decisions. Follow-on surveys indicated that guideline-concordant practice changes were being implemented by up to 79%. RWE analysis is in progress. Complete results, including anticipated increases in new diagnoses of IH and narcolepsy among educated and control clinicians, will be available at SLEEP 2026. Conclusion A large-scale, multimodal educational approach demonstrated meaningful improvement in clinician knowledge and self-reported practice behaviors related to IH. Future claims-based analyses will determine whether these improvements impact diagnosis in the real world. Support (if any) Supported by an independent medical education grant from Jazz Pharmaceuticals.

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