Co-design, development and early implementation of an interprofessional postgraduate diabetes education programme for allied health professionals

Diabetes represents a growing chronic health burden requiring sustained, person-centred self-management education and support. In Australia, national policy has identified an urgent need to expand the capacity of the whole healthcare workforce for diabetes care, yet education pathways explicitly designed for allied health professionals remain limited. This paper describes the development and early implementation of Australia’s first allied health-specific diabetes education qualification. We used a co-design methodology to develop, accredit and implement an online diabetes education qualification for allied health professionals. The programme was co-designed with practising allied health professionals, credentialled diabetes educators and people living with diabetes, including First Nations representation. Development followed a design-based research approach informed by adult learning theory, experiential learning and interprofessional education. Data sources included expressions of interest, curriculum development records, accreditation documentation, and learning management system analytics. The qualification was developed and accredited between 2024 and 2025, with Australian Diabetes Educators Association (ADEA) accreditation granted in June 2025 and the inaugural subsidised intake delivered from late July to November 2025. Demand was substantial, with 738 expressions of interest (predominantly pharmacists, n = 408, 55%) from all Australian states and territories, including approximately one-quarter from outside capital cities. Of 142 enrolled participants, 130 completed the programme (92% completion rate). Learning management system analytics indicated sustained engagement with written materials, video content and virtual placement resources. Synchronous tutorials attracted more than 80 students weekly, with facilitators reporting active learner participation. Some students seeking local placements encountered barriers, prompting the implementation of a centrally coordinated telehealth student clinic. This co-designed, allied health-specific diabetes education program demonstrated feasibility and sustained learner engagement across a geographically diverse cohort. The programme offers a model for strengthening the capacity of the allied health workforce in diabetes education. Further research is needed to evaluate learner perceptions, assessment validity and longer-term impacts on professional practice and workforce outcomes.