Abstracts

Rationale: Lennox-Gastaut Syndrome (LGS) accounts for approximately 1 to 10% of childhood epilepsies. Due to the rarity of the disease and variable clinical presentation, an accurate diagnosis of LGS is a challenge, as is the selection of an appropriate antiepileptic drug (AED). Our study examined whether online, case-based medical education could effectively improve competence relating to the recognition and management of LGS for both neurologists and pediatricians. Methods: The educational intervention comprised 2 patient case scenarios in an online, interactive, text-based CME activity. Using a “test and teach” methodology, clinicians were presented with multiple-choice questions to test their application of evidence-based recommendations. Each response was followed by detailed, referenced, feedback to teach. Educational effect was evaluated through a matched pair pre- vs post-assessment of responses linked to individual learners, allowing each learner to act as his/her own control. A paired 2-tailed t-test evaluated whether the mean pre- and post-assessment scores significantly differed from one another and Pearson's χ2 test measured changes in paired responses to individual questions. Cramer’s V was used to calculate the effect size of the intervention. Data from the educational intervention were collected between February 16, 2017, and March 17, 2017. Results: Comparison of responses to questions before and after education demonstrated statistically significant improvements and a medium educational effect for neurologists (n=184; V =.297; P V =.392; P Significant increases in competence were observed in several specific areas for both PCPs and neurologists (P P < .05 ) improvement among pediatricians for correctly identifying the electroencephalogram pattern associated with LGS. Confidence in the diagnosis of LGS improved 50% among neurologists and 54% among pediatricians following participation in the educational activity. Conclusions: This study demonstrated the success of a targeted, online, interactive, case-based educational intervention on improving the competence of both neurologists and pediatricians regarding the recognition and management of LGS. Pediatricians require further education on the diagnosis and management of LGS, whereas neurologists would receive the most benefit from additional education focusing on treatment options. Funding: This educational activity and the related outcomes analysis was funded by a non-restricted educational grant from Eisai, Inc.