Mp17-20 Bridging Gaps in Bladder Cancer: Transformative Education Empowers Urologists to Provide Enhanced Patient Care

You have accessJournal of UrologyEducation Research I (MP17)1 May 2024MP17-20 BRIDGING GAPS IN BLADDER CANCER: TRANSFORMATIVE EDUCATION EMPOWERS UROLOGISTS TO PROVIDE ENHANCED PATIENT CARE Paige S. Davies, Michael Beyer, Stephanie Chisolm, Ashish M. Kamat, Sam S. Chang, Peter H. O'Donnell, Abigail Brugger, Mehreen Khan, and Heather Drew Paige S. DaviesPaige S. Davies , Michael BeyerMichael Beyer , Stephanie ChisolmStephanie Chisolm , Ashish M. KamatAshish M. Kamat , Sam S. ChangSam S. Chang , Peter H. O'DonnellPeter H. O'Donnell , Abigail BruggerAbigail Brugger , Mehreen KhanMehreen Khan , and Heather DrewHeather Drew View All Author Informationhttps://doi.org/10.1097/01.JU.0001008628.15460.84.20AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: The therapeutic landscape for bladder cancer has evolved significantly and now includes immune checkpoint inhibitors, targeted therapies, and antibody–drug conjugates. Because urologists are often the first providers to see patients with early-stage urothelial carcinoma, they must be aware of the latest evidence on therapeutic options to enable coordinated care with oncology colleagues to determine the proper course of treatment. This study outlines an educational initiative aimed at empowering urologists in the effective use of novel therapies for bladder cancer. METHODS: In partnership with the Bladder Cancer Advocacy Network (BCAN), PeerView deployed a multifaceted educational initiative, including an online self-study activity, a series of live events held during state/regional American Urological Association (AUA) meetings, and downloadable practice aids. With a focus on practical application and problem-based learning, experts provided insight on clinical evidence for bladder cancer therapies. Learner responses to post-activity assessment questions were compared with those of a demographically matched nonparticipant group to evaluate differences in knowledge and competence. RESULTS: A total of 2,097 learners, including 1,113 urologists, engaged in the initiative. Overall, knowledge and competence assessment revealed a 77% absolute gain in learner proficiency. Learners had increases of more than 60% in the ability to identify patients appropriate for modern therapies, intention to screen patients for genetic alterations, and ability to mitigate adverse events. CONCLUSIONS: The substantial improvements in knowledge and patient care underscore the vital role of ongoing education in aligning clinical practice with evolving standards of care.These increases in ability to identify treatment candidates, intention to screen for genetic alterations, develop personalized therapeutic plans, and mitigate adverse events demonstrate the value of education that highlights practical application of clinical data in the promotion of safer and more effective patient care. Finally, learners' high self-assessment scores show increases in competence that transform clinical practice and foster tangible improvements in patient care and outcomes. Download PPT Source of Funding: The activity in this study was supported through independent educational grants from AstraZeneca, Bristol Myers Squibb, and Janssen Biotech, Inc., administered by Janssen Scientific Affairs, LLC © 2024 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 211Issue 5SMay 2024Page: e299 Advertisement Copyright & Permissions© 2024 by American Urological Association Education and Research, Inc.Metrics Author Information Paige S. Davies More articles by this author Michael Beyer More articles by this author Stephanie Chisolm More articles by this author Ashish M. Kamat More articles by this author Sam S. Chang More articles by this author Peter H. O'Donnell More articles by this author Abigail Brugger More articles by this author Mehreen Khan More articles by this author Heather Drew More articles by this author Expand All Advertisement PDF downloadLoading ...