Introduction/Background The treatment of newly diagnosed advanced ovarian cancer is changing rapidly with the expanded use of PARP inhibitors This study determined whether online continuing medical education could improve the knowledge, competence and confidence of oncologists and obstetricians/gynaecologists (obs/gyns) with regard to the application of PARP inhibitors in this setting Methodology A 30-minute online video panel discussion with synchronized slides was launched for physicians outside the USA in November 2019 Data was collected to January 2020 Educational effect was assessed with repeated-pairs pre-/post-activity, where individual participants served as their own control 3 multiple-choice, knowledge questions and 1 self-efficacy, 5-point Likert scale confidence question were analyzed Chi-squared test assessed pre- to post-activity change (5% significance level, P 26=Extensive) Results 157 oncologists and 152 obs/gyns completed pre- and post-activity questions A positive educational effect was observed for both oncologists (considerable effect, V= 159, P&lt; 0001;with average% of correct responses increasing from 59 to 74%) and obs/gyns (noticeable effect, V= 101, P&lt; 01;average% of correct responses increasing from 48 to 58%) Participants with 3/3 correct answers increased from pre- to post-activity (16 to 44% for oncologists and 11 to 32% for obs/gyns) Improvements in% of correct responses post-activity were seen for questions on identifying data from PRIMA trial of niraparib (oncologists: 18 to 48%;obs/gyns 16 to 41%) and the PAOLA trial data for olaparib (oncologists: 68 to 80%;obs/gyns 53 to 59%) Participants had a good baseline understanding of the correct treatment approach for a patient presenting with HRD +ve advanced ovarian cancer (90% oncologists, 74% obs/gyns with the correct answer), although no increases were observed post-activity Confidence in the ability to integrate PARP inhibitors into practice improved post-activity (total average confidence shift: 14% for oncologists and 29% for obs/gyns) 47% of all participants stated they would modify treatment plans as a result of participation in the activity Conclusion This on-demand, online video panel discussion resulted in a positive educational impact However, education gaps remain evident, especially amongst obs/gyns Online medical education, increasingly important during the COVID-19 pandemic, is valuable in supporting implementation of new treatment strategies and identifying areas of continued educational need
The evolving role of parp inhibitors in newly diagnosed advanced ovarian cancer: The effect of online education on clinician knowledge, competence and confidence