ArticleJournal of medical education and curricular development
Moving Equity into Practice: Evaluation of an Online Asynchronous Continuing Medical Education Program for Rheumatology Care.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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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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Authors and funding
15 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Persistent health inequities exist in the diagnosis, treatment, and outcomes of rheumatologic diseases among at-risk populations in Canada due to structural discrimination, provider bias, and limited guidance on equitable treatment. Prior research identified barriers and facilitators to rheumatology care access and proposed multi-level equity solutions. This informed the development of a 10-part, 3-module asynchronous online continuing medical education (CME) program for rheumatology clinicians. This study evaluates the program's acceptability and its impact on intended changes in provider practice. Methods: The CME was informed by input from seven communities at-risk for inequitable RA care and evidence-based CME practices. Modules address equity knowledge, community-specific challenges, and strategies for delivering equitable services. Offered nationally to Canadian Rheumatology Association members, the program evaluation assessed satisfaction, knowledge gains, and planned practice changes using descriptive statistics and thematic analysis. Results: Forty-six participants enrolled, with nearly half completing the certification. High satisfaction was reported, with 87% indicating increased awareness and an enhanced ability to support equity in practice. Intended changes included enhancing accessibility to care, implementing trauma-informed and culturally safe practices, and delivering equitable clinical care. One domain highlighted the importance of ongoing professional development and collaboration with local health and social service networks. Participants recommended improvements such as downloadable one-page summaries and case-based content. Conclusions: The four identified action domains offer concrete strategies to reduce disparities in care among underserved populations. Their strong endorsement by participants indicates high acceptability of the program. Participant feedback will support further refinement and advancement of this educational equity initiative.
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