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January 14, 2026Open Forum Infectious Diseases0 citationsOpen Access

P-1882. Curriculum-Based Online Medical Education Effectively Improves Clinician Knowledge, Competence, Confidence, and Performance with Integrating Antimicrobial Stewardship When Diagnosing and Managing Suspected Pneumonia with Available Molecular Rapid Diagnostic Tests

ANArun S Nair MUMaria B Uravich JMJames Martorano

Key Points

To assess the effectiveness of online medical education on clinician knowledge, competence, confidence, and performance regarding pneumonia diagnosis and management.
The curriculum included video-based micro-CME chapters and a discussion session.
Assessment was done using pre-/post-assessment design with repeated pairs.
McNemar’s tests evaluated mastery and learning changes.
Real-world performance impact was surveyed 30-60 days post-education.
Data collected from a large cohort of clinicians in infectious diseases, pulmonology, and critical care.
Approximately 65% of Infectious Disease specialists improved their knowledge and competence.
Post-education, 96% of surveyed learners reinforced their practice changes.
Significant learning improvements were shown (P < .001).
Top practice changes included interpreting mRDT results and using them to confirm diagnoses.
Barriers included lack of familiarity with mRDTs and insufficient training for other professionals.

Abstract

Abstract Background This study assessed the impact of online CME on knowledge, competence, confidence, and performance related to molecular rapid diagnostic tests (mRDTs) .05) assessed mastery (correct decisions or improved confidence), and a confidence-based assessment (CBA) evaluated learning changes. The 2nd activity was a 30-minute video discussion with slides. Real-world performance was assessed via a survey 30–60 days post-education, capturing practice changes .001). Overall, 65% of ID Specialists (n=402), 61% of Pulmonologists (n=445), and 63% of CC Specialists (n=230) improved knowledge, competence, and/or confidence related to incorporating and interpreting mRDTs when diagnosing & managing suspected pneumonia. For the 2nd activity, 35 learners completed the survey showed 96% made or reinforced practice changes due to education. Top changes included: • Interpreting mRDT results for pneumonia (69%) • Using mRDTs to confirm diagnosis (54%) • Using semiquantitative results from mRDTs & collaborating across specialties to optimize AMS (51%) Barriers to practice included: • Lacking familiarity with mRDTs • Difficult to obtain bronchoalveolar lavage specimens • Insufficient training for colleagues in other professions • Lack of consensus guidelines for mRDT use Conclusion These findings demonstrate that online CME/CE promotes adoption of AMS-related practices for diagnosing & managing suspected pneumonia with mRDTs. Future education should address identified barriers to further enhance practice changes. Disclosures All Authors: No reported disclosures

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