2877-LB: Impact of CME Related to Automated Insulin Delivery Use in Type 2 Diabetes

Introduction and Objective: Automated insulin delivery (AID) is recommended for adults with type 2 diabetes (T2D) requiring intensive insulin; yet clinical inertia persists among frontline clinicians. This study evaluated the impact of continuing medical education (CME) on the knowledge, competence, and confidence of primary care physicians (PCPs) and Diabetologists/Endocrinologists (D/Es) regarding AID for T2D management. Methods: The intervention was a 30-minute online video-based discussion. Impact was assessed via a linked and matched pre-/post-assessment design. Significance was tested using paired samples t-tests for overall/confidence scores and McNemar tests at the question level (P < .05). Educational impact was measured by Cohen’s d effect size. Data were collected from November 20, 2025 through February 10, 2026. Results: 436 PCPs and 46 D/Es provided paired data. Overall, 42% of PCPs and 43% of D/Es improved their knowledge/competence (P < .001 for both). PCPs were 3x more likely to answer all questions correctly post-education. 88% of PCPs and 93% of D/Es had knowledge increased or reinforced regarding the data supporting the use of AID. Identification of the “next step” to improve glycemic control using AID rose from 29% to 86% among PCPs (P < .05). 97% of PCPs and 96% of D/Es reported that the activity improved their competence related to overcoming barriers to the use of AID. 38% of PCPs and 20% of D/Es increased confidence. 96% of PCPs and D/Es increased or maintained confidence in their ability to work as part of an interprofessional team to improve the use of technology in the management of T2D. 19% of PCPs and 25% of D/Es failed to identify time-in-range metrics, indicating a persistent gap in understanding real-world performance. Conclusion: This online CME successfully improved and reinforced PCPs and D/Es knowledge, competence, and confidence regarding AID use in T2D. Continued education is needed to reinforce and translate gains into practice, specifically, competence-based and performance-based activities to meet the needs of each specialty. Disclosure C. Washington: None. A. Sendaydiego: None.