MEDI6106 Diabetes In the Young
Module Overview
Optimal diabetes management is crucial in childhood and young adulthood to prevent the long-term complications associated with diabetes. A multi-disciplinary team approach is necessary to support optimal diabetes outcomes in this group. You will explore the barriers and facilitators to optimal diabetes management, using enhanced clinical skills to support best practice diabetes management and psychological health. This module will provide you with an understanding of the complexities of paediatric diabetes, through transition to young adulthood and the challenges they pose. You will gain knowledge, through a structured approach, of specific factors that impact on diabetes self-management, family dynamics and decision-making in this group; and will be able to apply this knowledge in your own practice to help people with diabetes in a more holistic and person-centred way. The multidisciplinary approach to teaching on this module, will include teaching and interactions with: doctors working with children and young people, as well as mental health focussed healthcare professionals, diabetes paediatric dietitians, diabetes specialist nurses, psychologists, scientists, and University staff including IT, library staff and the programme team. The learning outcomes of this module are aligned with Diabetes Quality Programme- Peer Review recommendations (https://www.rcpch.ac.uk/work-we-do/quality-improvement-patient-safety/diabetes-quality-programme/peer-review).
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- Discussion of the theories of development for child and young people and the impact of family dynamics following a diagnosis of diabetes.
- Comparison of the genetics, immunology, epidemiology and aetiology of type 1 and type 2 (including rare diabetes) in children and young people.
- Discussion of the physiological effects of insulin and insulin deficiency.
- Critical review of the need to prevent or minimise the progression of micro and macro-vascular disease in children and young people.
- Discussion of the pubertal stages of development, impact of acute illness and impact of stress and associated changes required to insulin in children and young people with Type 1 diabetes.
- Development of practical insight in to advancing technologies in paediatrics; their use, appropriateness, evaluation and continued advancement.
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- Appraise and apply the principles and practice of carbohydrate counting in the context of healthy eating.
- Recommend and implement a structured education programme for children and young people with clear understanding of specific outcome measures.
- Develop a good knowledge around quality improvement strategies and how to implement these to ensure optimal diabetes care.
Learning Outcomes
Having successfully completed this module you will be able to:
- Appraise the literature supporting structured diabetes education and appreciate the differences in applying this to children, young people and their families.
- Select evidence-based approaches to treatment decisions, risk stratification and care planning for individuals with diabetes in different settings (including cultural diversity).
- Critically review the factors associated with transition from paediatric to adult services in the care of young people with diabetes and their families, including loss to follow up and hard to reach groups.
Syllabus
1. Theories of development and family dynamics following diagnosis of diabetes 2. Genetics, immunology, epidemiology and aetiology of type 1 and type 2 diabetes in children and young people 3. Physiology effects of insulin and insulin deficiency 4. Case discussions: supporting optimal self-management including appropriate use of new technologies 5. Preventing micro and macro-vascular complications in children and young people 6. Carbohydrate counting and insulin dosing 7. Transition from paediatric to adult services and provision of consistent and appropriate healthcare 8. Evidence-based approaches to treatment decisions and care planning 9. Cultural diversity and adaptations to management (Ramadan, etc) 10. Structured diabetes education and its relevance at different stages of development
Learning and Teaching
Teaching and learning methods
The understanding of the processes involved in management of diabetes in children and young people including history taking, diagnosis, management of a patient and building diabetes teams, is acquired through lectures, workshops, group work, patient based learning, peer teaching, problem-solving approaches and coursework. The use of medical devices, such as the insulin pump, appropriate to diabetes are learned through a combination of workshops and practical sessions. Self directed learning- students will be encouraged to undertake extensive self directed studies, to improve both breadth and depth of their knowledge. This time will partly be preparation for assessments. The taught components for this module are generally: 60% lectures, 20% workshops, 10% group work, and 10% patient based learning. Online combination of pre-recorded sessions and live sessions.
| Type | Hours |
|---|---|
| Teaching | 38 |
| Independent Study | 162 |
| Total study time | 200 |
Resources & Reading list
Barnard, KD. and Lloyd, CE. (Editors) (2012). Psychology and Diabetes Care: A Practical Guide.
Virtual Learning Environment: Blackboard.soton.ac.uk module site. There is a list of online/library resources on the module BlackBoard site that may be helpful.
Assessment
Assessment Strategy
The assessment for the module provides you with the opportunity to demonstrate achievement of the module learning outcomes. There will be 2 assessment components: written assignment and professional interview. The pass mark for assessments is 50%. Compensation is allowed between summative assessments and can be carried forward to the final mark if the qualifying mark of 40% is reached. If you have failed the module, you will have the opportunity to submit work at the next referral (re-sit) opportunity for all components where you have not achieved the pass mark. Marks for components which were passed will be carried forward. You must achieve the pass mark in all referred components. On passing your referrals, your final module mark will be capped at 50%.
Summative
| Method | Percentage contribution |
|---|---|
| Interview (15 minutes) | 40% |
| Written assessment (2500 words) | 60% |
Referral
| Method | Percentage contribution |
|---|---|
| Individual assignment () | 100% |
Repeat Information
Repeat type: Internal & External
Costs
Costs associated with this module
Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.
In addition to this, students registered for this module typically also have to pay for:
IT
Computer: It is advisable that students provide their own laptop or personal computer, although shared facilities are available across the University campus.
Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.