Advances in therapy · 2026
Diabetes Educators' Perspectives on MiniMed™ 780G Onboarding: Insights from a Multiregional Survey Across Europe, the Middle East, and Africa.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Ali Tomader, Wójciak Paulina, Demir Günay, Bristow Katharine, Almajaly Douha, Brown Vanessa, Abusamhadanah Shaker, Mesbah Naglaa, Pliszka Monika, Csíkos Ágnes, Peklaj Katarina, Baraja Nuha, Kůsová Hana, Al Hayek Ayman
Аннотация
INTRODUCTION: This study aimed to evaluate the preparedness of diabetes educators (DEs) to support the use of MiniMed™ 780G in clinical practice, identifying knowledge gaps, onboarding barriers, success factors, and regional variations to inform a standardized training pathway for type 1 diabetes mellitus (T1DM) care.
METHODS: A cross-sectional, multiregional survey was conducted among 82 DEs from Africa, the Arabian Peninsula (Gulf States), Central and Eastern Europe, Türkiye, and Central Asia (June-July 2025). The questionnaire, adapted from a validated Delphi-derived tool, assessed knowledge and confidence, training challenges, success factors, educational needs, and professional development. Responses were collected using Likert scales, multiple-choice, and free-text fields. Quantitative data were analyzed descriptively, with graphics generated in Excel. Item-level missing data were handled by listwise deletion; all 82 participants completed the survey (100% response rate).
RESULTS: A 23-question survey was shared with 82 DEs from four regions to assess their knowledge and confidence with MiniMed™ 780G, training challenges, success factors, educational needs, and educational pathways. Most DEs reported high confidence in key MiniMed™ 780G topics; however, confidence in managing high-fat/protein meals was lower (56.1%), highlighting the need for targeted education. Key professional development drivers included mentorship (24.9%) and strong educator networks (21.0%), with accreditation priorities emphasizing international certification bodies (25.6%) and continuing education (20.3%). Common challenges included managing patient expectations (33.6%), explaining SmartGuard™ (20.4%), lack of structured materials (17.1%), troubleshooting alarms (12.5%), and teaching device settings (11.8%).
CONCLUSION: Specialist healthcare professionals are competent in the use of advanced diabetes technologies; however, standardized, personalized, and patient-centered educational programs are essential to fully realize their potential and ensure high-quality care for individuals with T1DM.
METHODS: A cross-sectional, multiregional survey was conducted among 82 DEs from Africa, the Arabian Peninsula (Gulf States), Central and Eastern Europe, Türkiye, and Central Asia (June-July 2025). The questionnaire, adapted from a validated Delphi-derived tool, assessed knowledge and confidence, training challenges, success factors, educational needs, and professional development. Responses were collected using Likert scales, multiple-choice, and free-text fields. Quantitative data were analyzed descriptively, with graphics generated in Excel. Item-level missing data were handled by listwise deletion; all 82 participants completed the survey (100% response rate).
RESULTS: A 23-question survey was shared with 82 DEs from four regions to assess their knowledge and confidence with MiniMed™ 780G, training challenges, success factors, educational needs, and educational pathways. Most DEs reported high confidence in key MiniMed™ 780G topics; however, confidence in managing high-fat/protein meals was lower (56.1%), highlighting the need for targeted education. Key professional development drivers included mentorship (24.9%) and strong educator networks (21.0%), with accreditation priorities emphasizing international certification bodies (25.6%) and continuing education (20.3%). Common challenges included managing patient expectations (33.6%), explaining SmartGuard™ (20.4%), lack of structured materials (17.1%), troubleshooting alarms (12.5%), and teaching device settings (11.8%).
CONCLUSION: Specialist healthcare professionals are competent in the use of advanced diabetes technologies; however, standardized, personalized, and patient-centered educational programs are essential to fully realize their potential and ensure high-quality care for individuals with T1DM.