Objective:

To assess the impact of a multi-activity educational curriculum on clinician knowledge, skills, and real-world practice behaviors related to early diagnosis and the implementation of emerging disease-modifying and amyloid-targeting therapies (ATTs) in Alzheimer’s disease (AD).

Background:

The advent of ATTs has transformed AD management, underscoring the need for timely diagnosis and personalized care. Four on-demand CME activities using adaptive, case-based designs aimed to strengthen evidence-based practice, with real-world data analyses assessing readiness for ATT integration.

Design/Methods:

Clinician learners were matched 1:1 with non-participating controls (n=311 matched pairs) based on pre-education characteristics, including specialty, baseline use of AD treatments, prescribing volume, and AD screening activity. Outlier analysis was performed to ensure validity. ATT initiation was tracked from May 2024 through January 2025 across four CME activities (two adaptive learning, two case-based) representing distinct educational interventions and levels of engagement.

Results:

CME participation was associated with significantly higher levels of ATT initiation during the observation period. Learners initiated 1,079 total ATT treatments compared to a control group of equal size (n=311) generating 548 total treatments, yielding 531 incremental total treatments with a 96.2% confidence level in statistical significance. Differences between learners and controls emerged within two months of curriculum launch and remained consistent over time. Additionally, clinicians who participated in multiple educational activities demonstrated greater relative increases, and with statistical significance, than those engaging in a single activity (98.3% increase in new treatments equating to 87 incremental new treatments with statistical significance at 96.71% confidence, vs 98.1% increase in new treatments equating to 41 incremental new treatments without significance at 77.84% confidence, respectively).

Conclusions:

Participation in CME was associated with real-world indicators of clinical readiness for ATT integration. These findings suggest that longitudinal, curriculum-based education can help prepare clinicians to incorporate novel AD therapeutic strategies into evolving standards of care.