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Everyday Psychosocial Interventions for Your Diabetes Toolkit
Everyday Psychosocial Interventions for Your Diabetes Toolkit


Everyday Psychosocial Interventions for Your Diabetes Toolkit

Activity Description

Everyday Psychosocial Interventions for Your Diabetes Toolkit is part of a series of web-based programs designed to provide participants with a review of the latest research in behavioral diabetes on these topics and present a new model for understanding motivational issues in diabetes. Participants will learn how to identify the critical obstacles that contribute to problematic self-care and how to prioritize those obstacles as a plan for intervention is developed. Modules will also focus on the introduction and practice of brief interventions for addressing patient barriers, once again relying on a case-based approach towards acquiring the necessary confidence and skills. 

This activity is a 45-minute video presentation examining difficult psychosocial issues in diabetes, featuring William Polonsky, PhD, CDCES and Susan Guzman, PhD and is comprised of three parts:

Providing Patients with Personalized Metabolic Feedback
Addressing the Common Environmental Barriers to Successful Diabetes Self-Care
Developing Effective Action Plans for Diabetes Care with Your Patients

Target Audience
This module is designed for health care professionals that treat patients with diabetes including endocrinologists, primary care physicians, nurse practitioners, physician assistants, nurses, registered dieticians, pharmacists, certified diabetes educators, and other healthcare providers wishing to work more effectively with their patients to promote better medication adherence and more successful self-management

Method of Participation

This module is approximately 45 minutes in length, and is broken down by topic for ease of viewing. Modules are delivered via a streaming platform in the optimal format for your viewing device. This program is available free of charge.

Educational Objectives

Following completion of this educational activity, learners should be able to:
1. Identify the conditions under which providing patients with personalized metabolic feedback can enhance self-management.
2. Describe how the principles of choice architecture can influence self-management decisions.
3. Demonstrate the use of diabetes-focused action planning strategies. 

Statement of Need
The American Diabetes Association published its first Psychosocial Position Statement in December 2016, recognizing the important role of emotional, social and behavioral influences on those living with diabetes. To achieve satisfactory medical outcomes, self-care adherence to key diabetes tasks and psychological well-being, the Position Statement emphasized how critical it is that these complex psychosocial factors be identified and addressed. The goal is to adopt a person-centered care model, which necessitates that patient-provider communications and interactions, problem identification, psychosocial screening and intervention take into account the context of the person with diabetes. 

In particular, poor adherence to diabetes self-care recommendations is recognized as a major contributor to poor health outcomes, but healthcare professionals (HCPs) are often unsure how best to address this issue and report little confidence in their ability to identify and address their patients’ behavioral and broader psychological problems. The Position Statement is one step forward, but how best to enact these broad recommendations in a busy clinical practice? Many HCPs express a strong interest in receiving training in this area, but there is little, if any, opportunity to do so. 

To address this gap, the Behavioral Diabetes Institute, together with the University of California San Diego School of Medicine, have developed and implemented a number of successful interventions designed to provide HCPs with the necessary skills to identify the critical psychosocial obstacles that their patients face, to collaborate more effectively with their patients to promote a stronger sense of patient engagement, and to identify and address the obstacles that make diabetes self-management so challenging. 

This activity has been planned and implemented in accordance with the Essential Areas and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the University of California, San Diego School of Medicine and the Behavioral Diabetes Institute. The University of California San Diego School of Medicine is accredited by the ACCME to provide continuing medical education for physicians. 

 The University of California San Diego School of Medicine designates this enduring material for a maximum of 0.75 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

AAPA: AAPA accepts certificates of participation for educational activities certified for AMA PRA Category 1 Credit™ from organizations accredited by the ACCME or a recognized state medical society. Physician assistants may receive a maximum of  0.75 hours of Category 1 credit for completing this program. 

For the purpose of recertification, the American Nurses Credentialing Center accepts AMA PRA Category 1 Credits™ issued by organizations accredited by the ACCME. For the purpose of relicensure, the California Board of Registered Nursing accepts AMA PRA Category 1 Credit™ (report up to 0.75 hours of credit and list "CME Category 1" as the provider number).

Pharmacists: The California Board of Pharmacy accepts as continuing education for pharmacists coursework which meets the standard of relevance to pharmacy practice and is accepted as continuing education by the Medical Board of California.

Psychologists: The California Board of Psychology recognizes and accepts AMA PRA Category 1 Credit(s)™ for license renewal. Psychologists outside of California should check with their state and local boards to ensure that ACCME accredited activities are acceptable for renewal.

Diabetes Care and Education Specialists: To satisfy the requirement for renewal of certification by continuing education for the National Certification Board for Diabetes Educators (NCBDE), continuing education activities must be diabetes related and approved for a provider on the NCBDE list of approved providers ( NCBDE does not approve continuing education. The University of California San Diego is accredited by the ACCME, which is on the NCBDE list of approved providers.

Release Date: February 19, 2021
Expiration Date: February 19, 2024


William Polonsky, PhD, CDCES
President and Co-Founder
Behavioral Diabetes Institute
Associate Clinical Professor of Psychiatry
University of California San Diego
San Diego, California

Susan Guzman, PhD
Director of Clinical Education and Co-Founder
Behavioral Diabetes Institute
San Diego, California

Balance and Objectivity of Content
It is the policy of the University of California San Diego School of Medicine to ensure balance, independence, objectivity and scientific rigor. All persons involved in the selection, development and presentation of content are required to disclose any real or apparent conflicts of interest. All conflicts of interest will be resolved prior to an educational activity being delivered to learners through one of the following mechanisms 1) altering the financial relationship with the commercial interest, 2) altering the individual's control over CME content about the products or services of the commercial interest, and/or 3) validating the activity content through independent peer review. All persons are also required to disclose any discussions of off label/unapproved uses of drugs or devices. Persons who refuse or fail to disclose are disqualified from participating in the CME activity. Participants will be asked to evaluate whether the speaker's outside interests reflect a possible bias in the planning or presentation of the activity. This information is used to plan future activities.

William Polonsky, PhD, CDCES is a consultant for Abbott, Adocia, Dexcom, Eli Lilly, Insulet, Intarcia, Intuity, Novo Nordisk, Onduo, and Xeris.

Susan Guzman, PhD
has no relevant financial relationships to disclose.

The CME staff, meeting planners, editorial staff, planning committee, peer reviewer, and CME committee reviewers do not have any relevant financial relationships to disclose.

Off-label Disclosure: These educational activities may contain discussion of unlabeled and/or investigational uses of agents that are not approved by the FDA. Please consult the prescribing information for each product.

The views and opinions expressed in these activities are those of the faculty and do not necessarily reflect the views of the University of California San Diego.

Cultural Competency
This activity is in compliance with California Assembly Bill 1195 which requires CME courses with patient care components to include curriculum in the subjects of cultural and linguistic competencies. Cultural competency is defined as a set of integrated attitudes, knowledge, and skills that enables health care professionals or organizations to care effectively for patients from diverse cultures, groups, and communities. Linguistic competency is defined as the ability of a physician or surgeon to provide patients who do not speak English or who have limited ability to speak English, direct communication in the patient's primary language. Cultural and Linguistic Competency was incorporated into the planning of this activity. Additional resources on cultural and linguistic competency and information about AB1195 can be found on the UC San Diego CME website at

This activity is supported by an educational grant from Dexcom.

UC San Diego School of Medicine
9500 Gilman Drive, MC 0947, La Jolla, CA 92093-0947
Phone: (858) 534-3940 • Fax: (858) 534-1896
E-mail: • Website:

Type:     Internet Activity (Enduring Material)
317 Registered Users