MON-230 - Online Medical Education Improves Pediatrician and Endocrinologist Competence in the Management of Hyperphagia in Prader-Willi Syndrome

Background:
Hyperphagia associated with Prader-Willi syndrome (PWS) is frequently misrecognized or misunderstood, leading to delays in appropriate intervention. Clinicians often lack clarity on the specific age of onset and struggle to navigate the evolving clinical manifestations that present throughout the patient’s lifespan. Furthermore, a lack of familiarity with the evidence-based recommendations for novel interventions hinders the ability to optimize care strategies with these new developments. This study evaluates the impact of an online continuing medical education (CME) initiative designed to bridge these knowledge & practice gaps.

Methods:
We developed an on-demand 30-minute online CME activity presented by three experts with accompanying slides. Education effects were assessed for learners completing pre-/post-assessment questions using a matched pre-/post-assessment design. A paired samples t-test measured significance in overall correct responses and confidence ratings, while a McNemar test assessed question-level changes (P < .05). Confidence was rated on a 5-point Likert scale. Data were collected from 06/2025 to 10/2025.

Results:
The intervention drove significant improvements in competence, with pediatricians and endocrinologists becoming 5x and 3x more likely, respectively, to answer all questions correctly post-education (P < .001). Specific insights included:
• Baseline data revealed a critical disconnect regarding disease burden, where ~42% of clinicians incorrectly attributed the leading cause of PWS mortality to behavioral aggression; education corrected this, significantly improving the recognition of hyperphagia as a leading driver of mortality.
• Education successfully clarified the evolving therapeutic landscape, driving a significant increase in the identification of the FDA-approved therapy for hyperphagia (~29% Pre vs ~62% Post for both groups), while reducing confusion with off-label agents.
• Learners demonstrated improved understanding of novel mechanisms of action, with correct identification of neuropeptide analogs evaluated in key clinical studies increasing from 22% to 51% among pediatricians and 33% to 54% among endocrinologists.

Conclusion
The online education was highly effective in closing knowledge gaps regarding the mortality burden and therapeutic options for PWS, particularly in distinguishing novel targeted agents from general metabolic treatments. However, the discordance between high knowledge scores and modest confidence highlights a need for future initiatives to pivot from "what is the therapy" to "how to manage the patient at hand," focusing on practical case-based applications to support clinical adoption of novel interventions and patient-centered approaches.

Acknowledgements: This education was supported by an independent educational grant from Soleno Therapeutics, Inc.

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