657-P: Inclusion of the Patient Voice: Aligned HCP and Patient Education in Diabetes

Aligned educational programs for patient and health care provider (HCP) audiences were launched live and online in 2018 and were on-demand for 6 months. The patient program, “New Long-acting insulins for the Treatment of type 2 diabetes: Patient Perspectives,” consisted of four, 10-minute segments. The HCP program, “New Long-acting Insulins for the Treatment of type 2 diabetes: Data, Guidelines, and Perspectives on Patient and Provider Barriers,” was a 1-hour CME program. Both incorporated audience polling and question and answer segments. While each program was uniquely tailored to the different audiences, the overall goal was to provide knowledge and explore attitudes and barriers regarding ultra-long insulin therapy, including patient perspectives and exposing providers to the “patient voice” as part of their educational experience. The patient education was hosted on a patient-friendly diabetes education website and distributed through Facebook. Patient program faculty included physicians, a nurse educator, and a patient living with diabetes. The HCP program panel included a physician and a pharmacist CDE. Educational evaluation included pre/post/10-week follow-up online surveys targeting knowledge, competence and self-reported behavior changes. In total, 609 HCPs and 781 patients participated in the educational programs in-platform (on initiative web-sites) and 15,800 participants viewed the patient program via Facebook. Results: Follow-up results indicated that 70% of patient learners improved HCP-related communication and 57% of improved health-related behaviors since participation. Of HCP learners, 75% reported the activity positively impact patient experience or outcome, and 87% reported the activity positively impacted clinical practice. 176 “themed” qualitative comments further detail the impact. Knowledge and competence questions that aligned with learning objectives consistently yielded improvements, 63% of which were statistically significant.