CDCES study plan

Map every major antihyperglycemic class (metformin, sulfonylureas, meglitinides, TZDs, DPP-4 inhibitors, SGLT2 inhibitors, GLP-1 receptor agonists, dual GIP/GLP-1 agonists, basal and prandial insulins) onto a one-page table listing mechanism, A1C-lowering potency, weight effect, hypoglycemia risk, contraindications, and monitoring labs

Rank the drug classes by cardiorenal outcome evidence and justify in writing which agents you would prioritize for a patient with established ASCVD, heart failure, or CKD

Sequence the guideline-based intensification steps from metformin monotherapy through dual, triple, and injectable therapy, noting the A1C thresholds that trigger each step

Rehearse insulin initiation math: calculate starting basal dose at 10 units/day or 0.1-0.2 units/kg, titration by 2 units every 3 days, and correction-factor and insulin-to-carbohydrate estimates

List the diagnostic criteria for diabetes and prediabetes (A1C, fasting plasma glucose, 2-hour OGTT, random glucose with symptoms) and state which require confirmation on a repeat sample

Compare glycemic targets for nonpregnant adults, older adults with comorbidities, pregnancy, and hospitalized patients, and defend each target in a short written rationale

Explain the pathophysiology of type 1, type 2, and gestational diabetes in terms of beta-cell function, insulin resistance, and incretin defect, and connect each defect to the drug class that addresses it

Calculate and interpret A1C-to-estimated-average-glucose conversions and identify conditions that make A1C unreliable (hemoglobinopathies, anemia, CKD, pregnancy, recent transfusion)

Interpret CGM reports using time in range, time below range, time above range, glucose management indicator, and coefficient of variation, and write a three-sentence clinical interpretation for three sample tracings you construct yourself

Differentiate meter, CGM, and A1C data by what each measures and when each is appropriate, including CGM eligibility and personal versus professional use

Teach the hypoglycemia levels and treatment: 15-15 rule for level 1, glucagon and IV dextrose for level 3, and prevention strategies for nocturnal and exercise-related lows

Describe screening schedules for retinopathy, nephropathy (eGFR plus urine albumin-to-creatinine ratio), neuropathy, and foot exams, and state the interval for each

Outline the acute complications of DKA and hyperosmolar hyperglycemic state with precipitating factors, key lab findings, and emergency management priorities

Summarize macrovascular and microvascular complication prevention, including blood pressure targets, statin therapy, smoking cessation, and foot-care teaching points

Adapt care for special populations: pregnancy and gestational diabetes, older adults with frailty, adolescents and transition-age youth, hospitalized and perioperative patients, and people with CKD or on dialysis

Write sick-day rules and travel and shift-work plans that a patient could follow independently

Build a carbohydrate-counting teaching sequence that moves from label reading to portion estimation to insulin-to-carb ratio application

Compare meal-planning approaches (carbohydrate counting, plate method, Mediterranean-style eating, very-low-carbohydrate diets, plant-based patterns) and match each to patient characteristics

Translate the physical activity recommendations into a progressive plan for adults with type 2 diabetes, including aerobic, resistance, flexibility, and balance components with glucose-monitoring guidance around exercise

Apply weight-management evidence, including the diabetes prevention program's 7% weight-loss and 150-minute activity targets and the role of anti-obesity pharmacotherapy and metabolic surgery

Counsel on alcohol, fasting, and hypoglycemia risk during and after exercise using a written script

List the ADCES7 self-care behaviors and write one assessment question for each that would surface a patient's barrier

Demonstrate motivational interviewing by writing two dialogue excerpts that show open questions, reflections, and change talk rather than advice-giving

Apply a validated screen for diabetes distress and depressive symptoms and describe referral thresholds and follow-up steps

Design a DSMES session outline that incorporates health literacy principles, teach-back, and cultural tailoring

Identify social determinants of health and match each to a concrete community or financial resource a diabetes care and education specialist could connect a patient to

Explain the epidemiology of type 1, type 2, and gestational diabetes, including trends in incidence, disparities, and the distinction between incidence and prevalence

Summarize primary prevention evidence for type 2 diabetes prevention programs, including referral pathways for prediabetes and screening recommendations for asymptomatic adults

Connect behavior-change theory (stages of change, social cognitive theory, self-efficacy) to specific education strategies you would use in a session

Integrate domains by writing five cross-cutting vignettes that each require a pharmacotherapy, nutrition, behavioral, and monitoring decision

Re-take every self-written quiz from weeks 1 to 7 and log every missed item with the underlying concept and a corrected explanation

Answer 100 self-authored or freely available practice items under timed conditions and categorize errors by domain

Re-teach your three weakest concepts aloud or in writing without notes to confirm mastery

Finalize a one-page summary sheet of high-yield numbers (diagnostic cutoffs, glycemic targets, screening intervals, insulin titration rules) and commit it to memory