Clinical lymphoma, myeloma & leukemia · 2016
Optimizing the Use of TKIs in the Management of Chronic Myelogenous Leukemia.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Ruiz-Cordell Karyn, Haimowitz Steven, Gracie-King Linda, Middleton Deborah
Аннотация
INTRODUCTION: The goal of this study was to evaluate the proficiency of clinicians on multiple aspects of chronic myelogenous leukemia (CML) management, and to measure the impact of a multiple-activity educational curriculum on targeting those areas that presented the greatest clinical gaps in practice.
MATERIALS AND METHODS: The findings show that before curriculum participation, clinicians demonstrated a high proficiency in their knowledge of first- and second-line therapies. However, they were challenged when asked to apply this knowledge to patient case studies. This clinical gap was then targeted through a multiple-activity educational curriculum platform that allowed participants to engage with nationally recognized CML experts about how to apply the latest clinical research and therapeutic advances to patient management.
RESULTS: After evaluating these clinicians at the completion of the curriculum, the data showed that the program had successfully improved clinical performance regarding the treatment of patients requiring first-line therapies and treatment intensification in refractory CML (low-intermediate and high Sokal scores). However, participants remained challenged concerning the treatment of patients with intermediate Sokal scores who require treatment intensification after first-line therapy. The results also demonstrate the benefits of serial learning because participants who completed multiple activities achieved the greatest clinical performance gains from baseline.
CONCLUSION: The findings demonstrate how a focused and high-engagement educational program, in conjunction with an outcomes methodology that can measure its efficacy, can effectively evaluate and target clinical challenges and provide a model for future educational efforts.
MATERIALS AND METHODS: The findings show that before curriculum participation, clinicians demonstrated a high proficiency in their knowledge of first- and second-line therapies. However, they were challenged when asked to apply this knowledge to patient case studies. This clinical gap was then targeted through a multiple-activity educational curriculum platform that allowed participants to engage with nationally recognized CML experts about how to apply the latest clinical research and therapeutic advances to patient management.
RESULTS: After evaluating these clinicians at the completion of the curriculum, the data showed that the program had successfully improved clinical performance regarding the treatment of patients requiring first-line therapies and treatment intensification in refractory CML (low-intermediate and high Sokal scores). However, participants remained challenged concerning the treatment of patients with intermediate Sokal scores who require treatment intensification after first-line therapy. The results also demonstrate the benefits of serial learning because participants who completed multiple activities achieved the greatest clinical performance gains from baseline.
CONCLUSION: The findings demonstrate how a focused and high-engagement educational program, in conjunction with an outcomes methodology that can measure its efficacy, can effectively evaluate and target clinical challenges and provide a model for future educational efforts.