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

Authors

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

Published in

Advances in therapy. Jul 30, 2026. Epub Jul 30, 2026.

Abstract

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.
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).
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%).
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.

PMID:
42530825
Bibliographic data and abstract were imported from PubMed on 30 Jul 2026.

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