SAT-862 - Postgraduate Educational Methods in Diabetes, Endocrinology and Metabolism: A Systematic Review

Background: There is a paucity of evidence regarding which educational methods best enhance clinical competence and patient outcomes in diabetes, endocrinology and metabolism.

Objective: To systematically review and qualitatively synthesise evidence on educational approaches used in postgraduate training for diabetes, endocrinology, and metabolism, assessing their effectiveness on knowledge, skills, engagement, and patient care delivery.

Methods: Following PRISMA guidelines, seven databases (PubMed, MEDLINE, EMBASE, Web of Science, ERIC, CINAHL, and Scopus) were searched from inception to January 2025. All studies in which postgraduate healthcare professionals participated in structured educational interventions related to diabetes, endocrinology, or metabolism were included. Data was synthesised narratively and thematically. Methodological quality was assessed using RoB 2 and ROBINS-I tools.

Results: Of 12,676 studies screened, 25 met the inclusion criteria. Notably, 88% (n=22) of studies focused on diabetes, with limited evidence in endocrinology (n=3) and none in metabolism. Four overarching themes emerged: (1) Knowledge, Skills, Confidence, and Competency: 92% of studies reported improved knowledge, skills, and confidence, particularly in diabetes care. Virtual, didactic, and workshop-based approaches all enhanced learning, with interactive and applied models showing the strongest, most sustained effects. (2) Attitudes, Perceptions, and Satisfaction: Case-based and virtual learning were highly rated for relevance, accessibility, and engagement. Interprofessional and blended approaches further improved satisfaction and collaboration. (3) Application to Patient Care and Clinical Outcomes: 44% of studies demonstrated improved clinical practice, safer prescribing, and greater adherence to evidence-based care. (4) Engagement, Implementation, and Learning Processes: Flexible, learner-centred, and feedback-informed designs achieved higher engagement and satisfaction than rigid formats.

Conclusions: Blended virtual and case-based learning approaches emerged as the most effective educational method. However, the literature reveals a striking gap in endocrinology and metabolic education research. Future studies should prioritise large-scale, longitudinal, and mixed-method evaluations to inform an evidence-based model of postgraduate training in endocrinology and diabetes care.

Keywords: Diabetes education, endocrinology, postgraduate training, simulation-based learning, case-based learning, virtual education, interprofessional learning, systematic review

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