ArticleJMIR medical education2025
Using Web-Based Continuing Education to Improve New Diagnoses of Alzheimer Disease in Claims Data: Retrospective Case-Control Study.
Article in JMIR medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- System changes to empower primary care in Alzheimer's disease detection and care.Alzheimer's & dementia : the journal of the Alzheimer's Association · 2026Article
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Alzheimer disease (AD) presents significant challenges to health care systems worldwide. Early and accurate diagnosis of AD is crucial for effective management and care to enable timely treatment interventions that can preserve cognitive function and improve patient quality of life. However, there are often significant delays in diagnosis. Continuing medical education (CME) has enhanced physician knowledge and confidence in various medical fields, including AD. Notably, web-based CME has been shown to positively influence physician confidence, which can lead to changes in practice and increased adoption of evidence-based treatment selection. Objective: This study investigated the impact of a targeted, web-based CME intervention on health care providers' confidence, competence, and real-world outcomes in diagnosing early AD. Methods: The study employed a 2-phase design. Phase I used a pre-post assessment to evaluate immediate changes in knowledge and confidence before and after CME participation. Phase II involved a retrospective, matched case-control study to examine the impact of CME on AD diagnoses in claims data. Results: A 1-way ANOVA showed a significant effect of CME regarding change in the volume of AD diagnoses (F1900=5.50; P=.02). Compared to controls, CME learners were 1.6 times more likely to diagnose AD, resulting in an estimated net increase of 7939 new diagnoses annually. Post-CME confidence was associated with a greater likelihood of diagnosing AD (odds ratio 1.64; 95% CI 0.92-2.92; P=.09; n=219). Conclusions: Web-based CME participation is associated with increased real-world AD diagnoses. Findings offer a mechanism to explain the changes in clinical practice seen as a result of the CME intervention, which improves skills and confidence.
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