P0559Learning Needs and Preferred Educational Modalities for Ulcerative Colitis Management in Primary Care: A Mixed-Methods Evaluation in a Rural UK Setting

Abstract Background Primary care professionals are increasingly required to contribute to the diagnosis, monitoring, and flare-management of ulcerative colitis (UC). However, variation in clinician confidence and uncertainty around shared-care pathways may impede timely and effective management. Understanding learning needs and preferred educational modalities is therefore essential for designing targeted, practical, and scalable UC education for general practice. Methods The aim was to evaluate the learning needs of primary care healthcare providers in UC care, including preferred teaching formats and educational techniques, using a mixed-methods approach. An anonymous digital questionnaire was distributed to primary care clinicians in a rural English locality (November 2025). Quantitative responses were analysed descriptively, and free-text comments underwent inductive thematic analysis. Results Fifteen clinicians participated (40% GPs; 26% nurses; 7% physician associate; 27% other roles). Although 84.6% reported confidence recognising UC symptoms, only 50% felt confident monitoring remission and none felt “very confident”. Key learning needs included: differentiating UC from functional or infective diarrhoea (83.3%); interpreting faecal calprotectin and understanding FIT vs calprotectin use (50% each); determining referral thresholds (58.3%); and managing flare-ups, including steroid initiation (81.8%). Knowledge gaps extended to nutritional issues, extra-intestinal manifestations, and IBS overlap. Preferred educational modalities emphasised active learning: face-to-face sessions (54.5%); case-based teaching with structured Q short modular online learning (36.4%); and concise written reference materials (36.4%). Thematic analysis identified three educational priorities: (1) uncertainty in distinguishing flare from non-inflammatory symptoms; (2) improving shared-care communication; and (3) practical guidance on safe prescribing and escalation. Conclusion Primary care clinicians report clear and consistent learning needs in UC management, particularly in diagnostic differentiation, flare recognition, and monitoring strategies. Preferred teaching approaches centre on interactive, scenario-based education supported by concise digital and written materials. A blended educational model—integrating face-to-face teaching, case-based discussion, and micro-learning modules—may offer an effective and scalable strategy to enhance UC competence in primary care. References: 1. Torres J, Mehandru S, Colombel J-F, Peyrin-Biroulet L. Ulcerative colitis. Lancet. 2017;389(10080):1756-1770. 2. Lamb CA, Kennedy NA, Raine T, et al. British Society of Gastroenterology consensus guidelines on the management of inflammatory bowel disease in adults. Gut. 2019;68(Suppl 3):s1-s106. 3. van der Have M, Fidder HH, Leenders M, et al. Substantial health-related quality of life impairment in primary care patients with IBD. Inflamm Bowel Dis. 2015;21(12):2660-2667. 4. Kemp K, Griffiths J, Lovell K. An exploration of the follow-up needs of people with ulcerative colitis. J Crohns Colitis. 2013;7(9):e367-e373. Conflict of interest: Dr. Deaney, Carl: Non-promotional grant from Ferring Ellis, Victoria: Non promotional grant from Ferring