Optimize investigator training to lessen site burden

Traditionally, investigator meetings are where speakers deliver important information about the clinical trial to members of site teams for the first time in a live setting. However, many life science clients have begun incorporating a content delivery method that introduces self-directed learning prior to the meeting. This methodology, already validated across various academic fields, focuses on maximizing the facilitator’s time for the greatest impact on the learner. Instead of introducing new content during the live session, attendees receive it weeks or even months in advance, allowing live training time to be dedicated to deeper discussions and case-based learning. As successful as this approach has been in providing a head-start for learning, the facilitator often arrives at that live meeting with no qualifier for how much knowledge was gained, let alone what specific gaps in knowledge might exist. Armed with insights such as this prior to the live program, however, speakers can hone their training to fit their audience. 

Making the most of time online 

The concept of self-directed or pre-learning is not new; even having students read a textbook selection for homework is a tactic meant to familiarize them with topics to be discussed in class. Today’s technology, however, makes it easy to deliver complex concepts in multiple-stage, user-friendly formats. This is well suited to adult learners in any environment, and especially clinical training. Current learning management systems (or other forms of on-demand environments) can deliver text, video, and interactive forms of content to make information more meaningful. Site study teams and investigators, for example, can read the clinical trial’s protocol in a PDF, watch a video in which the protocols are explained with illustrative aids, and complete an interactive exercise. This presentation of critical concepts across a variety of formats touches upon the several predominant learning styles, making it more likely the content will be understood and retained. The on-demand format also helps reduce site burden by allowing individuals to choose to engage with the content when they have fewer distractions and training isn’t competing with clinical commitments. Successfully presenting key concepts in a way that resonates shouldn’t be the end of the pre-training, however, but the beginning of planning a more efficient and effective live training. For this, data and analytics must come into play, and this requires planning for the use of technology on a deeper level.  

Improve interest and engagement 

In a typical self-guided learning environment, content is made available on an on-demand platform for individuals such as investigators to consume and interact with on their own for a reasonable amount of time prior to the live training. By adding moderated discussions and mechanisms for asking questions of experts via this platform, study teams can also learn from each other and gain clarity from faculty. This active participation and ability to personalize the learning experience helps improve enthusiasm and offers a sense of time well spent. 

However, to maximize the combination of pre-learning and live training, the on-demand environment should also include polling questions centered on key concepts in the material. Immediate feedback from polling results can either serve as positive reinforcement or let investigators know where they need to focus more deeply. Similarly, data gathered via these polls, conversations, submitted questions and other interactions, indicates where there are gaps in knowledge or potential misconceptions. These insights can help sponsors identify and avoid several potential risks to the study itself. For example, data could indicate that site staff have poor knowledge of protocol updates, risking a significant increase in the number of protocol deviations; poor understanding of patient eligibility and screening can impact both enrollment and retention rates; and inadequate knowledge of critical data processes can compromise a study’s quality, reliability and ultimate success.  

Pre-training data empowers facilitators and speakers who will participate in the live training to develop programming that meets the audience at their level, rather than based on assumptions of what needs to be presented. They will know what topics need reinforcement at the live meeting and can plan accordingly, including by allocating more time for the corresponding session and deploying engagement features designed to aid in that reinforcement while uncovering important insights.  
 
For example, speakers can walk study teams through cases and other practical applications and then deploy targeted polling questions. Attendees should also have access to digital Q&A. Submitted questions, immediately visible to moderators, allow for discussions to be completed and misunderstandings to be addressed before the live meeting ends.  

In addition to reinforcing knowledge, using engagement features such as these at the live meeting generates insights that help sponsors prepare for continued follow-up through site engagement meetings.  

Putting it all together 

Data from both platforms can be used to produce a comprehensive report for clinical study teams shortly after the live training. Combining pre-training completion data with knowledge transfer at the live meeting can indicate which sites might be struggling. At a more granular level, it can show where someone completed the pre-training but didn’t perform well at the live meeting – shining a light on potential discrepancies between on-demand and live presentation content. 

Surveys at the end of sessions or the investigator meeting can also provide valuable insights for future training, such as which speakers made the content most approachable and memorable and what presentations may have lacked clarity. This knowledge contributes to improved live investigator meetings, site engagement meetings and even on-demand content used as the primary training method when enabling new sites.   

Investigator training should be thorough and yet not a significant burden to the investigators who are largely responsible for the study’s success. A process that optimizes on-demand and live training strategically can ensure that training is relevant, concise and an efficient use of investigators’ time. Ultimately, creating this continuity enables presenters to teach at the top of their license so investigators can practice at the top of theirs.