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Psych Congress  

Effect of Online Education on Improving Knowledge of ICSD-3 and DSM-5 Criteria for Diagnosing Narcolepsy

Stacy Hughes, BS
Thomas Finnegan, PhD
Stacey Ullman, MHS
Medscape, LLC

Objective: A study was conducted to determine whether an online educational intervention could improve psychiatrists' knowledge and competence in diagnosing narcolepsy using DSM -5or ICSD-3 criteria. Methods: The intervention consisted of an online audio lecture with slides for the target audience of psychiatrists. The educational impact was assessed by comparing the same group of participants' responses to 4 identical pre- and post-assessment questions. A paired 2-tailed t-test was used to assess the difference between mean post-assessment score and the mean pre-assessment score. McNemar's χ2 statistic was used to measure changes in responses to individual questions. Cohen's d was used to calculate the effect size. The intervention launched online on 6/18/2014 and data were collected through 8/18/2014. Results: Participation of psychiatrists in the online activity resulted in an overall improvement in knowledge and competence with a large effect (n = 289; P <.05; d = 0.938). Significant improvements were observed in understanding several specific areas of ICSD-3 and DSM-5 diagnostic criteria (P<.05): identification of symptoms associated with narcolepsy (36%), identification of cataplexy as a primary symptom of narcolepsy (32%), diagnosing narcolepsy type 2 (77%), and use of diagnostic sleep studies for differential diagnosis of narcolepsy (38%). Conclusions: Significant improvement in knowledge and competence of psychiatrists about ICSD-3 and DSM-5 narcolepsy diagnostic criteria demonstrates the effectiveness of a targeted online educational intervention. Further education on the ability to identify narcolepsy subtypes and the diagnostic value of sleep studies as a tool to aid in differential diagnosis are needed.

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