About the diploma
Course overview
The Postgraduate Diploma in Diabetes was established to equip
doctors with an interest in diabetes with a sound knowledge of the
subject. This is achieved by providing the opportunity to examine
up to date clinical information and aspects of treatment and
referral guidelines for diabetes and diabetic complications as seen
in practice. Students will be given knowledge and skills and also
the opportunity to develop materials and evaluate aspects of
diabetes care.
The diploma aims to:
- provide a comprehensive programme of diabetes education for
health care professionals;
- develop competence in the diagnosis, treatment, and
decision-making in the care of persons with diabetes;
- develop leadership and evaluation skills in the delivery of
care;
- establish a stimulating environment for research, teaching and
learning about diabetes;
- encourage a culture for training of health care professionals
by the development of a network of experienced clinical
teachers.
Modules
The Postgraduate Diploma in Diabetes is a part-time distance
learning course based on the International Diabetes Foundation
Curriculum. It is split into six modules over two years.
Module 1 – Principles of diabetes
At the end of the module, the student should:
- understand the presentation, diagnostic criteria and
classification of diabetes;
- demonstrate an awareness of 'pre-diabetes'and its relevance to
the development of diabetes and cardiovascular disease;
- have gained knowledge of the aetiology, pathophysiology, and
'risk factors' leading to diabetes and its complications and be
able to interpret research in this area;
- be aware of sources of current standards and recommendations
for the care of persons with diabetes and evaluate their relevance
to local practice;
- evaluate the diagnostic criteria for diabetes.
Module 2 – Diabetes care in practice – lifestyle
management
At the end of the module, the student should have:
- gained knowledge and skills in lifestyle management options of
persons with diabetes;
- developed an awareness of the changing options for diabetes
care;
- be able to analyse the complimentary roles of healthcare
professionals, the multi-disciplinary team, health commissioners
and people with diabetes and how this affects the process of
care;
- gained knowledge and skills in the psychological and
behavioural approaches to diabetes care;
- gained skills to evaluate and design techniques for promoting
lifestyle management;
- gained skills as a diabetes educator.
Module 3 – Diabetes care in practice – therapeutics
At the end of the module, the student should have:
- gained knowledge and skills in the therapeutic management
options of people with diabetes;
- awareness of the role of emerging therapies;
- skills to evaluate current and emerging therapies;
- demonstrated the ability to create clinical guidelines.
Module 4 – Diabetes in special circumstances
At the end of the module, the student should have:
- gained knowledge of the management of diabetes in areas such as
Diabetic Ketoacidosis, hypoglycaemia, pregnancy, medicine for the
elderly, surgery etc.;
- evaluated the various approaches to the management of diabetes
in certain circumstances;
- developed clinical guidelines for the management of diabetes in
special circumstances given a certain local clinical context.
Module 5 – Diabetic complications – pathophysiology
At the end of the module, the student should:
- describe the role of different pathophysiological processes in
the development of complications of diabetes;
- analyse clinical findings related to the pathophysiology of
complications of diabetes.
Module 6 – Diabetic complications – management
At the end of the module, the student should:
- be competent in the recognition and management of complications
of diabetes;
- evaluate and develop clinical systems for the prevention,
detection and management of complications in diabetes in particular
retinopathy, neuropathy, nephropathy and cardiovascular
disease.
Teaching Methods
Each module will be delivered over a period of 10 weeks with a
mix of teaching material, individual work, group work and
assessment. The majority of this will be delivered on-line. It is
expected that students will spend a nominal 20 hours per week on
the course during the modules.
Introductory lectures and case discussion
The introductory lectures and case discussion help to introduce
the key concepts of the modules, allowing course organisers and
students to discuss the role of the subsequent on-line
learning. Lectures are held in UK and Overseas.
Group activity
Group activity is aimed at developing students skills in
generating and evaluating guidelines for the care of people with
diabetes. For each module students will work in small groups
focussing on various aspects of the subject. The group will develop
a document and each individual will evaluate the work with
consideration of their own clinical care. See an example group
activity.
Portfolio
Students can record and reflect on the module as it progresses
in an on-line learning portfolio. Reflection is an important aspect
of the course encouraging the clinicians to spend time considering
how their practice compares to the themes being discussed in the
module.
Case problems
Students will be required to consider and answer real life case
problems. Explanations to the case problems will then be given and
students will be expected to discuss the concepts being tested.
Engagement in case problems is highly motivational for students and
is perceived as being valid for their clinical work. See an example
case problem.
Summative assessment
Case problems will also be presented in the form of an
assessment to directly test the clinical reasoning and knowledge
objectives of the module.
On-line discussion
Common to many distance learning courses, conversation between
students and tutors will be facilitated by an on-line, threaded
discussion group.