title: A "Diabetes Acute Care Day" for medical students increases their knowledge and confidence of diabetes care: a pilot study.
abstract: BACKGROUND
  Evidence suggests that junior doctors lack the confidence and skills to manage acute/inpatient diabetes. We investigated the impact of the introduction of a "Diabetes Acute Care Day" on undergraduate medical students' knowledge and confidence in acute/inpatient diabetes.
  
  
  METHODS
  Participants attended four short lectures on the basics of diabetes, diabetic emergencies, inpatient diabetes management and peri-operative/procedure care followed by case-based learning tutorials on diabetic ketoacidosis (DKA), hyperosmolar hyperglycaemic state (HHS) and hypoglycaemia using capillary blood glucose charts to interpret and practice subsequent insulin prescription and adjustment. Participants were asked to complete multiple-choice questions and confidence questionnaires using a visual analogue score pre and post participation.
  
  
  RESULTS
  One hundred forty-four students completed the pre-course survey and 196 completed the post-course survey. Mean confidence using a visual analogue score increased in all areas with a mean at baseline of 46.9 mm rising to 71.2 mm post-participation (p < 0.001). The largest increases were in the management of HHS, patients on subcutaneous and intravenous insulin and perioperative/procedure care. The mean mark obtained in the pre-test multiple choice questions (MCQs) was 2.72 (27.2 %) and increased to 4.74 (47.4 %) on the post-score MCQs (p < 0.001). 56.9 % of participants answered all 10 pre-test MCQs with the mean number of questions answered = 4.71 rising to 82.0 % of students answered all ten questions and the mean number of questions answered = 9.56 in the post-test MCQs.
  
  
  CONCLUSIONS
  An intensive "Diabetes Acute Care Day" consisting of themed live lectures and case-based learning tutorials is an effective way to increase medical students' knowledge and confidence in acute/inpatient diabetes. Further development and evaluation of this educational intervention is required to assess the impact of on patient care in the clinical setting post graduation.
authors.affiliation: Department of Endocrinology and Diabetes, Medical Block, Glasgow Royal Infirmary, 84 Castle Street, Glasgow, Scotland.
authors.forename: A W
authors.initials: AW
authors.lastname: MacEwen
authors.affiliation: Department of Endocrinology and Diabetes, Medical Block, Glasgow Royal Infirmary, 84 Castle Street, Glasgow, Scotland.
authors.forename: D M
authors.initials: DM
authors.lastname: Carty
authors.affiliation: Robertson Centre for Biostatistics, University of Glasgow, Glasgow, Scotland.
authors.forename: A
authors.initials: A
authors.lastname: McConnachie
authors.affiliation: Department of Endocrinology and Diabetes, Medical Block, Glasgow Royal Infirmary, 84 Castle Street, Glasgow, Scotland.
authors.forename: G A
authors.initials: GA
authors.lastname: McKay
authors.affiliation: Department of Endocrinology and Diabetes, Medical Block, Glasgow Royal Infirmary, 84 Castle Street, Glasgow, Scotland. james.boyle@glasgow.ac.uk.|Undergraduate Medical School, University of Glasgow, Glasgow, Scotland. james.boyle@glasgow.ac.uk.
authors.forename: J G
authors.initials: JG
authors.lastname: Boyle
mesh_terms: D002983:Clinical Competence / Q000592:standards; D003479:Curriculum; D003920:Diabetes Mellitus / Q000628:therapy*; D004501:Education, Medical / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D010865:Pilot Projects; D013337:Students, Medical