Program Overview

Students will learn current and comprehensive practice applications of diabetes care and education for people with type 1 and 2 (both in children and adults). They will also be educated on prediabetes, and gestational diabetes from renowned experts and thought leaders. Students in the program will start with an illustrated review of pathophysiology and landmark studies in order to understand the evidence-based treatment modalities. Upon completion of the program, students will have improved skills in delivering effective, patient-centered diabetes education and care that focuses on strategies to promote wellness through behavior change and reduce barriers for vulnerable populations. Students will gain insights about the lived experience from people with diabetes. Student outcomes include the ability to explain pharmacological options to manage glucose, blood pressure and lipids. Students will also explore basic and advanced technologies used to decrease the burden of living with diabetes while also improving outcomes.

This curriculum is appropriate for physicians (including fellows and residents), advanced practice providers (NP, PA, CNM, CNS), pharmacists, registered nurses, registered dietitians, clinical social workers, diabetes care and education specialists (CDCES), dentists, dental assistants, podiatrists, exercise physiologists, physical therapists, and other licensed profession who care for people with or at risk for diabetes.

Complete course length is 100 hours. Since this course is self-paced, students are expected to budget an average of two hours per week to complete the entire program within a year of enrollment. May complete sooner based on the availability of time to dedicate to the course. Students may also complete a portion of the course for partial credits within a course without achieving the certificate.

The certificate consists of five courses priced at $299 individually, or $995 for all five.

Commercial Support: This program will use support from the Abbott Fund for the purpose of providing scholarships.

providing diabetes care
Foundations for Diabetes Care

After completing the Foundations course, students will explain how landmark trials drive practice in preventing possible complications via the “legacy effect.” This will demonstrate the impact this has on the person with diabetes through care delivery. Based on recent science, students will learn to identify the target numbers trifecta (glucose/A1C, blood pressure, lipids) to promote outcomes. They will be expected to measure the effectiveness of prevention and treatment strategies of diabetes and its related conditions. This foundations course will create an understanding of the benefits of a weight-inclusive approach in diabetes management. Students are expected to demonstrate competence in using person-first, strengths-based, empowering language to enhance communication and enhance motivation, health, and well-being of people with diabetes.

  1. Explain how landmark diabetes trials drive practice in preventing possible complications via the “legacy effect: and the impact that has on the person living with diabetes.
  2. Identify the target levels of glucose and A1C, blood pressure, and lipids to achieve with 80% accuracy by referring to the American Diabetes Association Standards of Care to promote diabetes outcomes.
  3. Contrast at least 1 pro and 1 con of the weight-reduction strategies used with the Diabetes Prevention Program, bariatric surgery, and DiRECT trial to prevent type 2 diabetes or achieve remission.
  4. Demonstrate competence in using person-first, strengths-based, empowering language to enhance communication, motivation, and well-being of a person with diabetes, as applied to a case study.
Inclusive Care & Special Populations

The Inclusive Care & Special Populations course will allow students to distinguish at least five common barriers faced by vulnerable populations with diabetes and how clinical interventions mitigate these challenges and improve outcomes. Students will analyze how social determinants of health impact people with diabetes and differentiate treatment approaches for type 1 and 2 in youth. This includes what to teach families of newly diagnosed children and hospital guidelines for diabetic ketoacidosis (DKA). Students will be able to name the 2 main differences in nutrition for pregnant women with diabetes and explain how low health literacy and food insecurity worsen outcomes. Students will also review the populations hit hardest by diabetes and how they can improve their experience with the healthcare system and their wellness.

family dinner

  1. Analyze 1 social determinant of health’s impact on diabetes (which may include a person with limited health literacy, food insecurity, or disability), and what could be done to help minimize that barrier.
  2. Contrast at least 3 unique ways to provide inclusive care that address the cultural norms of 3 distinct special populations with diabetes.
  3. Assess with 80% accuracy which statements are true about hypoglycemia and diabetic ketoacidosis.
  4. Classify the approach to individualization of glycemic targets (stringent vs. A1C of 7% vs. less stringent) given patient and disease factors, risk for hypoglycemia, disease duration, life expectancy, comorbidities, patient preference, and support system.
  5. Create a micro-presentation detailing the one inclusive care approach that is believed to be most effective in removing barriers from one special population in the community in which the student resides.
man taking pills

The Pharmacotherapy course will allow students to differentiate the major medication classifications used for diabetes, hypertension, and hypercholesterolemia and their pathophysiologic target. Using case scenarios, students will identify strategies to optimize insulin, including basal, prandial, and correctional. The course will review at least 5 of the latest diabetes oral, inhalable, and injectable medications. The course also explains safety considerations of common classifications of medications used for hypertension, dyslipidemia, chronic kidney disease, nonalcoholic fatty liver disease (NAFLD), and sexual dysfunction. Students will be able to name at least 1 anti-obesity medication used for type 2 diabetes management and remission and understand common dietary supplements used for diabetes and related conditions that many people take.

  1. Differentiate the major medication classifications and their pathophysiologic target used for diabetes and related conditions, including hypertension, dyslipidemia, chronic kidney disease, nonalcoholic fatty liver disease (NAFLD), obesity, and sexual dysfunction.
  2. Distinguish which pharmacotherapeutic agent to use for diabetes and its related conditions given a multitude of case studies.
  3. Identify strategies to optimize basal, prandial and correctional insulin via case scenarios.
  4. Compare the possible adverse effects of both common and newer diabetes medication classifications.
  5. Explain how newer diabetes medication classifications (SGLT2i and GLP1-RA) offer improved cardiorenal outcomes, yet because of racial disparities, those who would benefit the most are least likely to get them.
  6. Analyze the effectiveness of LDL and triglyceride-lowering agents.
  7. Interpret the possible benefit of using supplements for diabetes and its related conditions.
  8. Create a micro-presentation detailing the one new pharmacotherapeutic approach the student would utilize for one person with diabetes (whether actual or fictitious) that differs from the approach that would have been taken prior to completing this course.
Diabetes Technology

Diabetes Technology will identify types of diabetes technology used, from basic to continuous glucose monitoring and insulin pens and pumps, including “looping” or artificial pancreas systems. In this course, students will prepare an argument “for” and “against” using a particular diabetes device based on who would and would not be an ideal candidate for that technology. Then, students will formulate strategies to maximize engagement with diabetes technology. This is done by selecting, procuring, and educating on the right devices when given 3 case studies. Students will also learn about the latest diabetes wellness apps and how telehealth, text messages, and social media initiatives increase user engagement and self-care.

child measuring sugar

  1. Summarize the evolution of diabetes technology and types currently used, from basics to advanced tools including continuous glucose monitoring(CGM)to insulin pen and pumps, including “looping” or artificial pancreas systems.
  2. Prepare an argument for and against using a particular diabetes device in terms of who would and would not be an ideal candidate for that technology.
  3. Interpret the various metrics within a CGM’s ambulatory glucose profile (AGP) report.
  4. Identify the steps needed for a child or an adult with diabetes to start on an insulin pump.
  5. Identify the components required to integrate diabetes technology into a telehealth visit.
  6. Perform a diabetes monitoring experience using low-or high-tech options.
  7. Compare diabetes technology options and troubleshooting diabetes technology issues.
family taking a walk
Diabetes Education and Wellness

In the Diabetes Education and Wellness course, students will compare nutrition and physical activity approaches and recommend which style might be best. This course is designed for students to understand several different models for inpatient diabetes education and review several case studies on caring for people hospitalized with hyper or hypoglycemia. Students will select evidence-based approaches to facilitate behavior change in persons living with diabetes. Students will also evaluate the link between the emotional side of diabetes and self-care behavior. Students will be expected to describe how many hours of aerobic exercise can increase insulin sensitivity and what happens to those improvements in insulin action during overeating. Finally, students will learn how to communicate with encouraging feedback to a person living with diabetes.

  1. Distinguish the elements required to make a behavior change goal realistic.
  2. Identify strategies to improve glucose management and diabetes education in hospital settings.
  3. Assess the difference between diabetes distress and depression.
  4. Facilitate healthy coping skills in a person who is experiencing the many challenges of living with diabetes.
  5. Compare several nutrition and physical activity approaches and recommend which style might be best suited given case studies.
  6. Develop assessment questions that address each of theAADE7 Self-Care Behaviors™ to elicit state of wellness type responses.
  7. Explain the main lifestyle components of the national Diabetes Prevention Program (DPP) and provide a basic critique of its curriculum.
  8. Identify and apply the path to getting the CDCES and/or BC-ADM credentials.
  9. Demonstrate appropriate participatory teaching methods in delivery of education.
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Contact Larry Chang, PharmD, BCACP, APh

Assistant Professor and Director of Diabetes Management Certificate Programs

Program Director Lawrence (Larry) Chang, PharmD, BCPS, BCGP, and former Program Director Theresa Garnero, APRN, BC-ADM, MSN, CDCES have stated they have no relationships to disclose.