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The Australian Credentialled Diabetes Educator (CDE) registered trademark signifies quality care and education to those with diabetes. A review of the Australian Diabetes Educators Association (ADEA) CDE pathway was undertaken to ensure the quality of the CDE credential. The purpose of this study was to examine perceptions of the diabetes education workforce on the current pathway for educating and qualifying CDEs for practice. Stakeholders (e.g. CDEs, students, supervisors, course coordinators) were invited via the ADEA email, e-newsletter and Facebook to complete a 34-item online survey exploring their perceptions of the pathway, focusing on the requisite graduate certificate and subsequent credentialling requirements. Most (80%) of the 319 respondents were CDEs, 15% were CDEs in training and 12% were supervisors or employers. Half of participants (46%) indicated that graduate certificate course alumni were somewhat or very unprepared to take on the role of a diabetes educator (DE) prior to undertaking credentialling to become a CDE. Seventy-one percent of participants indicated more, and a greater variety, of clinical experiences are necessary within the course. Participants recommended formal assessment of competence within the clinical setting. Fifty-four percent of participants disagreed or were unsure that the subsequent credentialling pathway equips CDEs well for practice, indicating it is too onerous, and supported a more streamlined pathway. Findings highlight the need for education and skills-based training beyond the graduate certificate, and assessment of competence in conducting core diabetes skills to better equip CDEs for their role. [ABSTRACT FROM AUTHOR]

In the context of the international climate emergency, it is essential to develop and research active and participatory learning initiatives in the university context that provide solutions based on environmental education for sustainability. This can be done through pedagogical approaches that integrate sustainability into the educational curriculum, with the aim of promoting the formation of an active and committed citizenship. The main objective of this research is to promote the design of socio-educational itineraries by groups of university students to evaluate sustainability and climate emergency. The design of these itineraries should lead to participatory learning and the acquisition of competences by the students. A mixed QUAL(quan) design was applied through a qualitative research workshop and a content analysis of the student-designed itineraries. The descriptive results show the profile and main characteristics of the designed pathways. The qualitative analyses have allowed the construction of comprehensive category systems and diagrams capable of explaining the relationships between the competences developed and the proposals for improving sustainability on the university campus. The main conclusion is that the design of environmental education itineraries plays a key role in helping groups of university students to learn about sustainability, to evaluate it and to make proposals for tackling the climate emergency on the university campus. [ABSTRACT FROM AUTHOR]

Abstract The Australian Credentialled Diabetes Educator (CDE) registered trademark signifies quality care and education to those with diabetes. A review of the Australian Diabetes Educators Association (ADEA) CDE pathway was undertaken to ensure the quality of the CDE credential. The purpose of this study was to examine perceptions of the diabetes education workforce on the current pathway for educating and qualifying CDEs for practice. Stakeholders (e.g. CDEs, students, supervisors, course coordinators) were invited via the ADEA email, e-newsletter and Facebook to complete a 34-item online survey exploring their perceptions of the pathway, focusing on the requisite graduate certificate and subsequent credentialling requirements. Most (80%) of the 319 respondents were CDEs, 15% were CDEs in training and 12% were supervisors or employers. Half of participants (46%) indicated that graduate certificate course alumni were somewhat or very unprepared to take on the role of a diabetes educator (DE) prior to undertaking credentialling to become a CDE. Seventy-one percent of participants indicated more, and a greater variety, of clinical experiences are necessary within the course. Participants recommended formal assessment of competence within the clinical setting. Fifty-four percent of participants disagreed or were unsure that the subsequent credentialling pathway equips CDEs well for practice, indicating it is too onerous, and supported a more streamlined pathway. Findings highlight the need for education and skills-based training beyond the graduate certificate, and assessment of competence in conducting core diabetes skills to better equip CDEs for their role.

Background: Hernias are among the most common surgical conditions worldwide, with significant prevalence in Africa. However, according to recent WHO statistics, Africa faces a critical shortage of trained surgeons. Structured surgical training programs are also scarce. Since 2016, Surgeons for Africa in collaboration with Operation Hernia have developed structured training course on hernia surgery specifically for surgeons in Rwanda. Due to the severe shortage of surgeons, a new initiative was launched in 2023 to train general practitioners (GPs) to support the country's surgical care needs. This study aims to assess the feasibility and effectiveness of these training programs for general practitioners., Methodology: Six standardized questionnaires were used to evaluate the structured training program before, during, and after the one-and-a-half-week courses conducted in Rwanda. Both trainees and trainers completed the relevant evaluations. The results were anonymized, ummarized using descriptive statistics, and statistically analysed. Trainers also assessed the surgical competence of each participant at the end of the course., Results: Between 2023 and 2024, 47 general practitioners received hernia surgery training in several Rwandan hospitals. The course significantly improved both the theoretical knowledge and practical surgical skills of the participants. Of the 47 GPs, 22 were able to independently perform simple inguinal hernia surgeries after the training. Three were able to perform complex inguinal hernia repairs independently. 12 participants required minimal supervision, while 22 required full supervision., Conclusion: This study confirms the feasibility and effectiveness of a standardized hernia surgery training program for general practitioners in Rwanda. The results demonstrate the rogramme's potential to address the surgical care gap by enabling GPs to perform basic hernia surgeries., Competing Interests: Declarations. Ethical approval: This study was in accordance with the ethical standards of the institutional and national research committee and of the 1964 Helsinki Declaration and its later amendments or comparable ethical standards Conflict of interest: RL, LH, CP, JC, CO, JA, DS, VN, RM have no conflicts of interest., (© 2025. The Author(s).)