Outline

Overview

This unit of study is intended to develop a clear understanding of the role of pharmacists in the care of patients with diabetes mellitus and the knowledge and skills needed to provide comprehensive pharmaceutical care to this growing section of the Australian population. More specifically, the unit seeks to provide an in-depth understanding of the physiology and pathophysiology of the regulation of glucose metabolism; aetiology, treatment and monitoring of patients with type 1 and type 2 diabetes. Pharmacological and non-pharmacological management; psychosocial issues in diabetes; management and prevention of co-morbidities and complications and public health approaches to the prevention of diabetes. It aims to develop pharmacists' skills in interpretation of relevant clinical and laboratory tests and patterns of blood glucose; supporting patient self-management through advice on appropriate use of blood glucose meters, insulin pens, self-monitoring of blood glucose (SMBG), medication regimen adherence and review, lifestyle changes, management of hypoglycaemia, and sick days. Appropriate pharmacist/patient and inter-professional communication skills will be fostered.

Unit details and rules

Unit code	PHAR7123
Academic unit	Pharmacy
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Kate Ziser, kate.ziser@sydney.edu.au
Lecturer(s)	Bryson Hawkins, bryson.hawkins@sydney.edu.au
Lecturer(s)	Jane Ludington, jane.ludington@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Module activities Written assessments	40%	Multiple weeks	n/a
Outcomes assessed:
Assignment	Reflective diary Written assessment	15%	Multiple weeks	3000 words
Outcomes assessed:
Online task	Welcome webinar Introduction	0%	Week 03 Due date: 17 Mar 2021 at 19:30 Closing date: 17 Mar 2021	90 minutes
Outcomes assessed:
Participation	Webinar 1 - 21/04/21 (Times may vary based on student poll) Participation	0%	Week 07 Due date: 21 Apr 2021 at 17:30 Closing date: 21 Apr 2021	90 minutes
Outcomes assessed:
Participation	Webinar 2- (Time may vary based on student poll) Participation	0%	Week 10 Due date: 12 May 2021 at 17:30 Closing date: 12 May 2021	90 minutes
Outcomes assessed:
Assignment	Diabetes devices Written assessment	20%	Week 10 Due date: 16 May 2021 at 23:59	n/a
Outcomes assessed:
Participation	Webinar 3 - (Time may vary based on student poll) Participation	0%	Week 13 Due date: 02 Jun 2001 at 17:30 Closing date: 02 Jun 2021	90 minutes
Outcomes assessed:
Assignment	Portfolio Portfolio	25%	Week 13 Due date: 18 Jun 2021 at 23:59	n/a
Outcomes assessed:
= hurdle task ?

Assessment summary

Webinars: Students are required to prepare for each webinar/online lecture by reading allocated cases, demonstrating evidence of case pre-reading/preparation, and actively contributing to the discussion.
Module activities: Students are required to read the study guides and complete the activity questions associated with each module. Students must provide appropriate answers and referencing.
Reflective diary: Students are to complete five reflective diary entries across the semester, documenting interaction with patients or other health care professionals in relation to diabetes care.
Diabetes devices: Students are required to submit a written comparison of two different BGL devices and two insulin delivery devices (one disposable, one refillable). This is to be supported by a video demonstration instructing a patient and demonstrating
the conduct of a BGL test using on a blood-glucose meter, and instructing the patient on the use of one insulin delivery device.
Portfolio: Students are required to conduct a detailed patient interview, document pharmaceutical care, and provide a follow-up for at least one patient with diabetes.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	At HD level, a student demonstrates an aptitude for the subject and a well-developed understanding of the unit material. A ‘High Distinction’ reflects exceptional achievement and is awarded to students who demonstrate the ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts.
Distinction	75 - 84	At DI level, a student demonstrates an aptitude for the subject and a well-developed understanding of the units material. A ‘Distinction’ reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well-developed critical analysis of theoretical concepts.
Credit	65 - 74	At CR level, a student demonstrates a good command and knowledge of the unit material. A ‘Credit’ reflects solid achievement and is awarded to a student who has a broad general understanding of the units material and can solve routine problems and/ or identify and superficially discuss theoretical concepts.
Pass	50 - 64	At PS level, a student demonstrates proficiency in the material. A ‘Pass’ reflects satisfactory adequately referencing the original source of the work.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
STUVAC	Portfolio due	Individual study (8 hr)
Week 01	Diabetes in Australia - Reflective Diary 1 due	Individual study (8 hr)
Week 02	Diabetes in Australia - Module 1 assignment due	Individual study (8 hr)
Week 03	T1 Diabetes Mellitus - Welcome webinar	Online class (2 hr)
Week 03	T1 Diabetes Mellitus - Reflective Diary 2 due	Individual study (6 hr)
Week 04	T1 Diabetes Mellitus - Module 2 assignment due	Individual study (8 hr)
Week 05	Non-Pharmacological and Psychosocial Management of Diabetes - Reflective diary 3 due	Individual study (8 hr)
Week 06	Non-Pharmacological and Psychosocial Management of Diabetes - prepare for webinar 1 case study (T1DM) and prepare for communication webinar assignment.	Individual study (8 hr)
Week 07	Pharmacological management including new drugs for Diabetes - T1DM webinar	Online class (2 hr)
Week 08	Pharmacological management including new drugs for Diabetes - Module 4 assignment due	Individual study (8 hr)
Week 09	Pharmacological management including new drugs for Diabetes - Reflective Diary 4 due	Individual study (2 hr)
Week 09	Pharmacological management including new drugs for Diabetes - prepare for communication webinar 2 assignment	Individual study (6 hr)
Week 10	Use of devices and Interpretation of relevant tests - Communication webinar 2	Online class (2 hr)
Week 10	Use of devices and Interpretation of relevant tests - Diabetes devices assignment	Individual study (6 hr)
Week 11	Use of devices and Interpretation of relevant tests - Module 5 assignment due	Individual study (8 hr)
Week 12	The role of the specialist Diabetes pharmacist - Reflective diary 5 due	Individual study (2 hr)
Week 12	The role of the specialist Diabetes pharmacist - prepare for webinar 3 on T2DM case study	Online class (6 hr)
Week 13	The role of the specialist Diabetes pharmacist - Module 6 assignment due	Online class (6 hr)
Week 13	The role of the specialist Diabetes pharmacist - webinar 3 (T2DM case study)	Online class (2 hr)

Attendance and class requirements

Computer access requirements: Email and internet access is essential. Students are required to access online learning materials and participate in the online activities.
Referencing: Harvard style

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

These should (if time permits) be read in conjunction with the course notes. They provide additional information that will enhance your understanding of the particular module topic or assist you with answering the questions associated with the case studies. Please note that these readings do not necessarily provide all of the information you might need to address the case studies and other activities; you are expected to also explore resources beyond these readings when necessary, for example the recommended texts, web links on the UoS website or journal articles that you have identified from your own literature searches.

Module 1

UK Prospective Diabetes Study (UKPDS) Group. Intensive blood-glucose control with sulphonylureas or insulin compared with conventional treatment and risk of complications in patients with type 2 diabetes (UKPDS 33). THE LANCET • Vol 352 • September 12, 1998. 837-853.

http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(98)00090-7/fulltext

Schernthaner Guntram. Diabetes and Cardiovascular Disease: Is Intensive glucose control beneficial or deadly? Lessons from ACCORD,ADVANCE, VADAT, UKPDS, PROactive, and NICE-SUGAR. Wein Med Wochenschr (2010) 160/1-2:8-19.

https://link.springer.com/article/10.1007/s10354-010-0748-7

Yu PC, Bosnyak Z, Ceriello A. The importance of glycated haemoglobin (HbA1c) and postprandial glucose (PPG) control on cardiovascular outcomes in patients with type 2 diabetes. Diabetes Research and Clinical Practice 89 (2010) 1-9.

https://www.ncbi.nlm.nih.gov/pubmed/20494468

MacIsaac R.J. and Jerumus G (2011). Intensive glucose control and cardiovascular outcomes in type 2 diabetes (31 April 2010). Heart Lung Circulation, 20, 647-654.

https://www.sciencedirect.com/science/article/pii/S1443950610014265?via%3Dihub

Module 2

NHMRC, National evidence-based Clinical Care Guidelines for Type 1 Diabetes in Children, Adolescents and Adults

https://diabetessociety.com.au/downloads/guidelinesTechReport1.pdf

ADEA Guidelines 2015 – Australian Diabetes Educators Association (ADEA). 2011 ADEA Clinical Recommendations: Subcutaneous Injection Technique

https://www.adea.com.au/wp-content/uploads/2015/11/Injection-Technique-Final-digital-version2.pdf

Shields B, Oram R, Hattersley A et al. Frequency and phenotype of type 1 diabetes in the first six decades of life: a cross-sectional, genetically stratified survival analysis from UK Biobank. The Lancet 2018. 6 (2): 122-129.

https://www.thelancet.com/journals/landia/article/PIIS2213-8587(17)30362-5/fulltext

Bishay, R and Greenfield, J (2016). A review of maturity onset diabetes of the young (MODY) and challenges in the management of glucokinase-MODY. Med J Aust 2016; 205 (10): 480-485.

https://www.mja.com.au/journal/2016/205/10/review-maturity-onset-diabetes-young-mody-and-challenges-management-glucokinase

Module 3

Diabetes Australia emotional health resources

https://www.ndss.com.au/diabetes-and-emotional-health

Module 4

ADS position statements

https://diabetessociety.com.au/position-statements.asp

Bennett WL, Wilson LM, Bolen S,et al Oral Diabetes Medications for Adults With Type 2 Diabetes: An Update [Internet]. ockville (MD): Agency for Healthcare Research and Quality (US); 2011 Mar. Report No.: 11-EHC038-EF.AHRQ Comparative Effectiveness Reviews.

https://www.ncbi.nlm.nih.gov/books/NBK55754/pdf/Bookshelf_NBK55754.pdf

Type 2 diabetes: when metformin is not enough. Medicinewise News, National Prescribing Service. 2016.

https://www.nps.org.au/medical-info/clinical-topics/news/type-2-diabetes-when-metformin-is-not-enough

Petersons C. Second steps in managing type 2 diabetes. Aust Prescr 2018, 41.

https://www.nps.org.au/australian-prescriber/articles/second-steps-in-managing-type-2-diabetes

Davis T. Sodium-glucose co-transporter inhibitors. Clinical applications. Aust Prescr 2014;37:17–20

https://www.nps.org.au/australian-prescriber/articles/sodium-glucose-co-transporter-inhibitors-clinical-applications

Zinman B et al, Empagliflozin, Cardiovascular Outcomes, and Mortality in Type 2 Diabetes. N Engl J Med 2015; 373:2117-2128

https://www.nejm.org/doi/full/10.1056/NEJMoa1504720

Wanner C, , Cooper ME, Inzucchi S et al. Empagliflozin Improves Renal Outcomes Irrespective of Control of Blood Pressure, Low-Density Lipoprotein Cholesterol, and HbA1c. Diabetes 2018; 67(Supplement 1).

http://diabetes.diabetesjournals.org/content/67/Supplement_1/524-P

Module 5

American Diabetes Association Standards of Medical Care in Diabetes (2019). Clinical and Applied Research and Education, 42(1).

http://care.diabetesjournals.org/content/diacare/suppl/2018/12/17/42.Supplement_1.DC1/DC_42_S1_Combined_FINAL.pdf

Diabetes management in general practice 2016-2018
http://www.racgp.org.au/your-practice/guidelines/diabetes/

Guideline on Self-Monitoring of Blood Glucose in Non-Insulin Treated Type 2 Diabetes. International Diabetes Federation, 2009.

https://www.idf.org/e-library/guidelines/85-self-monitoring-of-blood-glucose-in-non-insulin-treated-type-2-diabetes.html

Module 6

Sue Kirkman M, Briscoe VJ, Clark N, Florez H, Haas LB, Halter JB, Huang ES, Korytkowski MT, Munshi MN, Odegard PS, Pratley RE, Swift CS. Diabetes in Older Adults: A Consensus Report. Journal of the American Geriatrics Society 60 (12): 2342-56

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4525769/

Australian National Diabetes Strategy 2016-2020 (2015)

http://www.health.gov.au/internet/main/publishing.nsf/Content/nds-2016-2020

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. identify drug-related problems and suggest possible clinical and therapeutic recommendations for individual patients with type 1 and type 2 diabetes mellitus
LO2. develop management plans and prioritise issues
LO3. support patients in self-managing their diabetes, including counselling on lifestyle modification and monitoring their diabetes
LO4. review data regarding the patient’s management of diabetes and other risk factors
LO5. explain how insulin is commenced and adjusted
LO6. utilise and teach patients about various devices designed to aid in the monitoring and administration of medicine
LO7. describe the role of the diabetes educator and how services in the local area can be accessed.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Feedback from 2020 has been used to improve the activities in this Unit of Study in 2021.

Additional information

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PHAR7123: Diabetes Mellitus

Semester 1, 2021 [Online] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect