Screening, Diagnosing, and Treating Alzheimer’s Disease (AD) and Mild Cognitive Impairment (MCI)

Program Overview

• Six (6) Immersive CME Activities – Each 15-minute VR activity session delivers immersive, interactive learning to enhance medical knowledge and clinical decision-making.
• Total Program Duration – More than two hours of evidence-based, learner-driven content featuring flexible, multi-activity pathways for personalized engagement.

Clinical Rigor & Immersive Learning

• Faculty-Reviewed and Clinically Accurate – Expert faculty guarantee clinical precision, practical applicability, and alignment with the latest medical guidelines advancements.
• Extensive Visual Resources – Includes over 90 high-quality 2D and 3D assets, biomolecular models, anatomical visualizations, and advanced diagnostic imaging for Alzheimer’s Disease (AD) and Mild Cognitive Impairment (MCI).
• Advanced 3D Mechanisms of Action (MOAs) – Includes over 10 clinically validated 3D MOAs that enhance our understanding of Alzheimer's disease pathophysiology, monoclonal antibody therapies, and the mechanisms behind disease-modifying treatments.
  
  Refer to the Program Index below for details on EmbodyXR’s 4I Development Model, which ensures clinical accuracy, inclusivity, high-fidelity 3D visuals, and interactive learning.

• Enduring CME Activity: Virtual Reality (VR)
• Release Date: March 15, 2025
• Expiration Date: March 15, 2026

Target Audience

This program is designed for healthcare professionals, including primary care providers, registered nurses (RNs), family physicians, and medical residents. It enhances clinical and diagnostic skills while supporting decision-making through immersive and interactive VR learning experiences.

Frontline Healthcare Providers: Shaping the Future of XR Training

As frontline healthcare providers, you are at the forefront of patient care and medical education. Your insights will shape the next generation of XR training, ensuring programs are clinically relevant, immersive, and impactful. By engaging with XR-based education, you advance interactive and experiential learning that surpasses traditional formats.

• Primary Care Clinicians – Advancing early detection, intervention strategies, and patient communication through immersive learning.
• Nurses and Registered Nurses (RNs) – Enhancing practical training in clinical workflows, assessment techniques, and patient-centered care through XR simulation.
• Family Physicians – Strengthening diagnostic and management skills for cognitive, psychiatric, and neurological conditions through case-based training.
• Medical Residents – Driving XR adoption in medical education, integrating technology into clinical practice, and shaping the future of patient care.

Your participation will help shape future XR programs, guaranteeing depth, engagement, and clinical excellence for the next generation of healthcare professionals.

Specialty Healthcare Providers: Advancing XR Medical Education

Experience CME in VR and explore how immersive technology enhances training, bridging the gap between frontline clinicians and specialists. Specialists play a crucial role in advancing XR-based learning, supporting non-specialist education, and shaping the evolution of VR medical training.

• Behavioral Health Specialists – Collaborate to create and enhance engaging case studies that improve mental health assessments and intervention strategies.
• Psychiatrists – Expanding experiential learning in cognitive and behavioral health to improve non-specialist training.
• Radiologists & Neuroradiologists – Elevating imaging education with XR-driven, specialty-level training in pattern recognition and diagnostic accuracy.

Your expertise will guide the development of future programs, ensuring high-quality, specialized training that enhances clinical decision-making, patient care, and diagnostic accuracy. CME Activity One 

This six-activity CME program begins with:  

“Advancing Early Diagnosis and Treatment of Alzheimer’s Disease and MCI: Integrating Biomarkers, Imaging, and Therapeutics"  

Overview

This 15-minute ACCME-accredited CME activity aims to improve clinician proficiency in the early detection, diagnosis, and management of AD and MCI.

Clinical Learning Experience

This activity includes interactive 3D models, imaging case studies, and the latest clinical research to:

• Explore FDA-approved monoclonal antibody therapies (Lecanemab & Donanemab) and their mechanisms of action.
• Interpret key biomarkers (p-tau217, p-tau231, Aβ42/40 ratio) to differentiate blood-based vs. imaging-based diagnostics.
• Analyze neuroimaging findings in AD, including hippocampal and cortical atrophy, and understand how MRI/PET scans correlate with disease progression.
• Assess disease progression stages, from preclinical to MCI to Alzheimer’s dementia, using 3D models illustrating neuronal loss and plaque accumulation.

Educational Objectives

Understand the Role and View Key Biomarkers in 3D

• Explain the role of p-tau217, p-tau231, and Aβ42/40 in Alzheimer’s diagnosis.
• Differentiate between blood-based and imaging-based diagnostics.

View and Interact with 3D Mechanisms of Action (MOAs)

• Describe how Lecanemab prevents plaque formation and Donanemab facilitates plaque clearance.
• Identify safety considerations, including Amyloid-Related Imaging Abnormalities (ARIA).

View Imaging Findings

• Recognize hippocampal atrophy and cortical abnormalities through MRI and PET imaging.

View Disease Progression

• Differentiate between preclinical AD, MCI, and Alzheimer’s dementia using interactive 3D models.

Review Cognitive Screening Tools

• Evaluate Mini-Cog and other validated diagnostic tests for early detection and treatment planning.

Explore FDA-Approved Monoclonal Antibody Therapies

• Understand the mechanisms of action for Lecanemab and Donanemab.

Interpret Key Biomarkers

• Analyze p-tau217, p-tau231, and Aβ42/40 ratios for early detection.

View and Interact with Imaging in AD Detection

• Use imaging tools to detect hippocampal and cortical atrophy and correlate MRI/PET scans with disease progression.

Visualize Disease Progression Stages in 3D

• Understand disease progression from preclinical to MCI to Alzheimer’s dementia with 3D models of neuronal loss and plaque accumulation.

Faculty

Physician Presenters

• Dr. Matthew Macaluso – Lead Principal Investigator (PI) of the CME program, board-certified psychiatrist, and Bee McWane Reid Professor & Vice Chair of Clinical Affairs, Department of Psychiatry, Heersink School of Medicine, University of Alabama at Birmingham.
• Dr. Alan Anderson – Board-certified geriatric psychiatrist and Medical Director, Toole Family Memory Center, Banner Alzheimer’s Institute, Tucson, Arizona.
• Dr. Matthew Malone – Board-certified geriatric psychiatrist and Associate Director, Toole Family Memory Center, Banner Alzheimer’s Institute, Tucson, Arizona.

Faculty Affiliation and Disclosure

Dr. Matthew Macaluso

Relevant Relationships:

• Lead Physician Investigator (PI) & Presenter
• All conflicts of interest mitigated per ACCME guidelines

Dr. Alan Anderson

Relevant Relationships:

• Contributor & Presenter
• All conflicts of interest mitigated per ACCME guidelines

Dr. Matthew Malone

Relevant Relationships:

• Contributor and presenter
• All conflicts of interest mitigated per ACCME guidelines

Support and Financial Disclosures

Accreditation and Credit Information

Accreditation

The ACCME accredits the Division of Continuing Medical Education at UAB Medical Center | The University of Alabama at Birmingham.

Credit Designation

• Each activity is designated for 0.25 AMA PRA Category 2 Credit™.
• The ANCC and AAPA accept certificates of participation for AMA PRA Category 2 Credit™.

Activity Instructions & Credit Earning Process

Step 1: Engage & Interact

• Immerse yourself in the VR program and interactive learning activities.
• Explore case-based scenarios, 3D biomolecular models, imaging tools, and patient simulations.

Step 2: Complete the Post-Test

• Apply your knowledge in a case-based post-test assessment.
• A minimum passing score of 80% is required to receive credit.

Step 3: Submit the Evaluation Form

• Provide program feedback by completing the evaluation form.

Personalized Certificate & Digital Access

Upon completion, participants receive an ACCME credit certificate from UAB Medical, Division of Continuing Medical Education.

Certificate Includes:

• Name
• Accreditor’s Signature
• Credit Awarded
• Instant Access in Your User Account for filing, printing, and optional LinkedIn upload.

Activity Expiration: March 15, 2026

Join the UAB CME VR Forum

• Engage with peers, experts, and faculty to discuss clinical case studies and new research.
• Participate in peer-driven discussions on AD and MCI.

Join Now: https://uabcme.embodyxr.com/forum

Stay Updated with the UAB CME MXR News Feed

• Access the latest developments in Medical Extended Reality (MXR).
• Stay informed on research, training programs, and AI-driven medical education.

Read More: https://uabcme.embodyxr.com/news

Submit Your Research & Innovations

Do you have MXR-related research, program updates, or innovations to share?

Submit your research: info@embodyxr.com

Log-in | Enroll

Need Support?

For questions or assistance, please contact the EmbodyXR Support Team:
support@embodyVR.com
Support Portal

 

 

Program Index

EmbodyXR’s VR Program Review Process: The "4I" Development & Review Model

Our “4I” Development & Review Model ensures clinical accuracy, inclusivity, high-fidelity visuals, and interactive learning, setting a new benchmark for medical extended reality (MXR) education.

The 4I Framework: Ensuring Excellence in Medical Extended Reality (MXR)

1. Information: Evidence-Based Content

• Clinically Validated – Content is sourced from current clinical guidelines and peer-reviewed research to ensure medical accuracy.[¹]
• Real-World Application – Programs align with clinical scenarios, delivering measurable learning outcomes and improving decision-making.[²]
• Proven Impact – A meta-analysis by Lorello et al. confirms that simulation-based education significantly enhances procedural accuracy and decision-making.[³]

2. Inclusion: Diversity & Accessibility

• Representative Scenarios – Cases reflect diverse ethnicities, genders, and conditions, fostering cultural competence in clinical care.[⁴]
• Accessible Learning – Language, cultural references, and patient scenarios are tailored for engagement across diverse healthcare providers.[⁵]
• Equity in Training – Research by Betancourt et al. underscores that inclusive education reduces healthcare disparities and improves patient outcomes.[⁶]

3. Imagery: High-Fidelity Visuals

• Precision 2D & 3D Models – Programs incorporate anatomically accurate visuals to enhance medical training and diagnosis.[⁷]
• Visual Quality Assurance – Every asset undergoes rigorous testing to ensure clarity and educational relevance.[⁸]
• Enhanced Learning – Kunkler et al. demonstrate that high-resolution medical imagery improves diagnostic accuracy and procedural skills.[⁹]

4. Interaction: Engagement & Usability

• Intuitive, Adaptive Design – Features such as interactive object manipulation enhance usability and learner engagement.[¹⁰]
• Continuous Refinement – Programs are updated based on iterative feedback from healthcare professionals, ensuring clinical relevance and usability.[¹¹]
• Proven Engagement – Kononowicz et al. show that interactive XR learning improves engagement, knowledge retention, and learner satisfaction.[¹²]

Rigorous Review Process: Faculty-Driven Excellence

Each EmbodyXR VR program undergoes a multi-step faculty review to ensure clinical precision and usability:

1. Content Validation – Faculty review ensures clinical accuracy and alignment with the latest guidelines.[¹³]
2. Inclusivity Audit – Evaluates representation, accessibility, and cultural competence.[¹⁴]
3. Visual Quality Assurance – Confirms educational and diagnostic accuracy of all 2D and 3D assets.[¹⁵]
4. User Feedback Integration – Beta testing with healthcare professionals refines usability, engagement, and interactivity.[¹⁶]

By applying the 4I Model, EmbodyXR delivers faculty-reviewed, clinically precise, and highly immersive learning experiences, transforming medical education through MXR.

References

1. Cook DA, et al. (2013). Comparative effectiveness of instructional design features in simulation-based education: Systematic review and meta-analysis. Medical Teacher, 35(1), e867-e898.
2. Issenberg SB, et al. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: A BEME systematic review. Medical Teacher, 27(1), 10-28.
3. Lorello GR, et al. (2014). Simulation-based training in anesthesia: A systematic review and meta-analysis. British Journal of Anaesthesia, 112(2), 231-245.
4. Like RC, et al. (2009). Assessing cultural competence in clinical education and practice. Journal of Graduate Medical Education, 1(2), 150-155.
5. Gibbs G, et al. (2012). Supporting culturally diverse learners in medical education. Medical Education, 46(5), 503-513.
6. Betancourt JR, et al. (2003). Defining cultural competence: A practical framework for addressing racial/ethnic disparities in health and health care. Public Health Reports, 118(4), 293-302.
7. Rogers JL, et al. (2015). Anatomical accuracy of 3D models in medical education: A validation study. Advances in Health Sciences Education, 20(1), 135-150.
8. Pryde FR, et al. (2018). Evaluating the impact of high-fidelity visuals in medical education. Medical Teacher, 40(8), 875-882.
9. Kunkler K, et al. (2011). The role of medical imaging in high-fidelity simulation-based training. Journal of Surgical Education, 68(1), 60-67.
10. Plack MM, et al. (2005). The impact of interactivity on learner engagement in simulation-based training. Medical Education, 39(7), 686-693.
11. Kneebone RL, et al. (2010). Simulation and clinical practice: Strengthening the relationship. Medical Education, 44(10), 923-930.
12. Kononowicz AA, et al. (2019). Virtual patient simulations and engagement in medical education: A systematic review. Journal of Medical Internet Research, 21(9), e14676.
13. Patel VL, et al. (2011). Expert consensus on content validation in medical education. Academic Medicine, 86(5), 545-553.
14. Hurtubise L, et al. (2012). Cultural competence education for healthcare professionals: A systematic review. Journal of Continuing Education in the Health Professions, 32(3), 155-163.
15. McGaghie WC, et al. (2011). A critical review of simulation-based medical education research: 2003–2009. Medical Education, 45(1), 50-63.
16. Gaba DM, et al. (2007). The future vision of simulation in healthcare. Simulation in Healthcare, 2(2), 126-135.