Online Education Using Expert Discussion and Visual Animation Improves Clinician Understanding of Unmet Needs and Emerging Mechanisms in Hypertension Management

Objective: To evaluate whether an online educational program improves clinician knowledge and confidence regarding unmet needs in hypertension management and the rationale for emerging antihypertensive mechanisms. Design and method: This outcomes analysis evaluated an online educational activity addressing persistent blood pressure control gaps and pathophysiological considerations relevant to novel approaches, including targeting aldosterone synthesis. Educational impact was assessed using a repeated-pairs pre- and post-activity design comprising three multiple-choice, case-based questions and one confidence measure. Only participants completing both pre- and post-assessments were included. Changes in knowledge were analyzed using McNemar's test, with overall educational effect size calculated using Cohen's d with paired correction. Changes in confidence were analyzed using paired-samples testing. Statistical significance was defined as P < 0.05. Results: A total of 1,718 clinicians with paired assessment data were included: cardiologists (n=790), nephrologists (n=473), and primary care physicians (n=455). Across all specialties, mean correct response rates increased significantly from pre- to post-education (all P < 0.001). The proportion of participants answering all assessment questions correctly increased from 20% to 58% among cardiologists, from 27% to 95% among nephrologists, and from 16% to 54% among primary care physicians. Large educational effects were observed for cardiologists (Cohen's d=0.93), nephrologists (Cohen's d=1.27), and primary care physicians (Cohen's d=0.98). For Q1, assessing awareness of the proportion of patients with hypertension who remain inadequately controlled, baseline performance varied across specialties, improving significantly following education (all P < 0.001). For Q2, evaluating understanding of the benefits and limitations of novel antihypertensive mechanisms targeting aldosterone synthesis, significant post-education improvements were observed across all clinician groups (all P < 0.001). For Q3, assessing recognition of electrolyte changes associated with targeting aldosterone production, baseline performance among nephrologists was high (93%) and increased to 100% post-education, indicating complete consolidation of this concept, with significant improvements also observed across other specialties (all P < 0.001). Conclusions: This study demonstrates that targeted online medical education utilizing instructional design and incorporating expert discussion and visual animation significantly improves clinician knowledge, clinical reasoning and confidence related to unmet needs and emerging pathophysiological approaches in hypertension management across multiple specialties.