Abstract Body (Do not enter title and authors here): Introduction
Cardiovascular disease (CVD) is the leading cause of death among people with type 2 diabetes, significantly contributing to heart attacks, strokes, and heart failure. The complex interplay between diabetes and cardiovascular risk factors necessitates ongoing medical education to advance guideline-directed care for diabetes and CVD in clinical practice. To address this need, the American Diabetes Association and American Heart Association developed a multimodality professional education model as part of the 'Know Diabetes by Heart (KDBH)' initiative, to provide healthcare professionals with the latest insights and evidence-based practices in diabetes management.

Methods/Approach
Introduced in a phased rollout over two years (June 2022-April 2024), this model includes 9 webinars, a comprehensive certification program, and 4 interactive gamified case study series. Utilizing a pre-and-post evaluation design grounded in the Kirkpatrick evaluation framework, we assessed the effectiveness of each education modality on key indicators of competency, confidence, and participant satisfaction. Wilcoxon signed-rank test compared pre- post intervention responses.

Results
The study demonstrates robust engagement in a multi-faceted education model, with 2079 webinar attendees, 1,512 certification course participants, and 1,638 gamified case study participants. A sub-analysis of webinar participants (n=651) shows a statistically significant improvement in clinical competency (p<0.001, r=0.47-0.50) and confidence (p<0.001, r=0.16-0.24), with 87.4% satisfaction rate. Certification course participants (n=326) exhibit notable improvements in clinical competency (p<0.001, r=0.60-0.68) and confidence (p<0.001, r=0.55-0.61), with a satisfaction rate of 86.1%. Gamified case studies indicate a 24.3% proficiency increase. Qualitative interviews (n=19) highlight improvement in skills such as making informed treatment decisions, refining practice management workflows, enhancing patient-provider communication, and advocating for patient needs.

Conclusion
This multimodality education model effectively engages healthcare professionals through diverse learning styles and formats, leading to significant improvements in competency and confidence in managing cardiovascular risk factors in patients with type 2 diabetes. This highlights the model's value and relevance in contemporary medical education. Future analysis will illustrate the long-term impacts of this educational approach.