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Introduction <p>This study aimed to evaluate the preparedness of diabetes educators (DEs) to support the use of MiniMed™&#xa0;780G in clinical practice, identifying knowledge gaps, onboarding barriers, success factors, and regional variations to inform a standardized training pathway for type&#xa0;1 diabetes mellitus (T1DM) care.</p> Methods <p>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).</p> Results <p>A 23-question survey was shared with 82 DEs from four regions to assess their knowledge and confidence with MiniMed™&#xa0;780G, training challenges, success factors, educational needs, and educational pathways. Most DEs reported high confidence in key MiniMed™&#xa0;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%).</p> Conclusion <p>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.</p>

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Diabetes Educators’ Perspectives on MiniMed™ 780G Onboarding: Insights from a Multiregional Survey Across Europe, the Middle East, and Africa

  • 期刊论文

  • 发表日期：

    2026年7月30日

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  • Tomader Ali,
  • Paulina Wójciak,
  • Günay Demir,
  • Katharine Bristow,
  • Douha Almajaly,
  • Vanessa Brown,
  • Shaker Abusamhadanah,
  • Naglaa Mesbah,
  • Monika Pliszka,
  • Ágnes Csíkos,
  • Katarina Peklaj,
  • Nuha Baraja,
  • Hana Kůsová,
  • Ayman Al Hayek

摘要

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.