Diabetes MSc
Validated by University of South Wales
Celebrating over a decade of excellence, our MSc in Diabetes has empowered over 1000 healthcare professionals globally. Since its inception in 2012, the programme has set the benchmark in diabetes, continually evolving to reflect the latest advancements and prepare practitioners for leadership in the field.
"Our MSc in Diabetes is an opportunity to elevate your understanding of the key developments and transformations in this space, including the emergence of precision medicine, continuous glucose monitoring, diabetes prevention and engaging patients to achieve remission. This programme empowers healthcare professionals to stay at the forefront of these advancements. By deepening your understanding of emerging technologies and treatment strategies, you’ll be equipped to deliver cutting-edge care and improve patient outcomes." – Dr. Vinay Eligar, MD, MRCP(D&E),FRCP(Lon), CCT (UK). Consultant Endocrinologist. SCOPE certified Bariatric Physician. Imperial College Diabetes Centre, Abu Dhabi. Course Director-Dip & MSc in Diabetes, University of South Wales, UK.
"The field of diabetes care is evolving rapidly, and staying updated on the latest advancements is crucial for healthcare professionals. Our Masters in Diabetes programme, validated by the University of South Wales, offers a comprehensive blend of academic rigour and real-world clinical application, enabling you to integrate innovative solutions into your practice. From understanding the science behind the latest therapies to exploring new patient management approaches, this course will enhance your skills and broaden your career opportunities." – Dr. Karl New, PhD, Senior Lecturer - Physiology & Nutrition, Faculty of Life Sciences and Education, Sport and Exercise Research and Innovation Group, Learna/USW Programme Link Officer, University of South Wales (USW).
Next intake: September 2025Key Facts
"As a tutor, I see firsthand how SGLT2 inhibitors and GLP1 receptor agonists offer such a good opportunity for the treatment of diabetes. I am excited by new technologies like AI-driven glucose monitoring and also its application in diabetic screening. Our programme is designed to give you not just the knowledge of these advancements but the confidence to apply them in clinical settings. Whether you’re looking to deepen your expertise or lead change in your practice, this Masters will provide the tools you need to excel in an ever-evolving field." – Dr. Anish Kotecha, MRCGP, FAcadMEd, MBBCh, BSc, Head of Medical Education.
Faculty
Programme Leader
Dr Vinay Eligar MD.FRCP(Lon).MRCP
Vinay has been a Consultant at the University Hospital of Wales since completing his Welsh deanery training. He has authored a book chapter on Thyroid replacement...
Tutor
Mr Michael Brown
Mr Michael Brown is a Diabetes Specialist Nurse. Since 1996, he has been the Clinical Manager and National Director for Education for the Centre for Diabetes and...
Tutor
Dr Natalia Vallianou
Dr Natalia Vallianou is currently working in Evangelismos General Hospital in Athens, Greece as a Consultant in Internal Medicine. She has been tutoring on the course since...
Tutor
Dr Prabhakar Mallya
Dr Prabhakar Mallya is an experienced clinician and Diabetologist with over 28 years experience in both outpatient and inpatient management of patients across all disciplines in Medicine....
Validating partner
University of South Wales
The University of South Wales (USW) is a modern, industry focused University located in Cardiff, Newport and Pontypridd in South Wales, UK. It was rated best in the UK for the Health Professions in the Guardian University Guide 2020 and, in the latest Complete University Guide 2022, is in the top 10 in the UK for Health Studies. USW is one of Britain’s largest and most exciting new universities attracting a cosmopolitan mix of students from across the globe.
Accreditors and Endorsers
UEMS - European Union of Medical Specialists
This postgraduate course has also been accredited by the European Union of Medical Specialists (UEMS)
Royal College of Physicians
This programme of study provided by Learna is approved for CPD purposes by the Federation of the Royal Colleges of Physicians of the UK. The credits awarded are 48 external credits for the learning in the diploma section and a further 20 for the learning in the MSc section.
Frequently Asked Questions
For a full list of our FAQs visit our FAQs page.
As each Medical Council has their own rules/regulations with regard to Postgraduate study we recommend that you contact your local Medical Council with regard to recognition.
Upon completion of the course the University would invite you to a graduation ceremony and provide your certificate which makes no reference to the fact that the course was studied online and is therefore typically recognised the same as any other UK University qualification.
Rest assured, the overall Postgraduate Diploma carries a total of 1,200 CPD points, with the MSc an additional 600 CPD points, and all official certifications are issued directly by the University.
When you study one of our programmes you may be surprised to find that there are no lectures or seminars. Your learning will be self-directed meaning that rather than being told information you find it for yourself (with tutor guidance and support). We do this via a series of clinically rich scenarios which your tutor will post on our academic forum which you and your classmates will research, respond to and discuss.
You will be assessed through the Academic Forum, Reflective Journal and Assignments. Learning will be carried out using our online learning platform: Moodle.
You can study whenever and wherever you want - our programmes are totally flexible to fit around your other work and life commitments.
The course is specifically designed so that part of your study is the application of theory to practice in your day job.
We typically suggest that students aim to log into the Moodle platform daily. We recommend a "little and often" approach for reading, reflection and/or posting. High achieving students will typically spend 1-2 hours dedicated to their studies a day; 10 hours per week is sufficient time to spend on the platform.
Those who cannot dedicate more time than once/twice per week may struggle with the demands of this postgraduate programme.
Yes, everything is done entirely online through our learning platform, Moodle. You do not need to attend the University.
All of our courses are delivered in English, so proficiency in the English language is essential for success. If English is not your first language, we require proof of competency as part of your application. We accept the following as proof of English Language skills:
We Accept a Range of English Language Qualifications
While IELTS and TOEFL are among the most commonly used English tests, we understand that students come from diverse backgrounds — and we’re happy to work with you to accept a wide range of other recognised English language qualifications.
We accept IELTS (International English Language Testing System)
Our most commonly accepted test, IELTS is globally recognised and widely used for university admissions.
We accept TOEFL (Test of English as a Foreign Language)
Another widely accepted test, TOEFL assesses your reading, writing, listening, and speaking skills in an academic setting.
We accept English Medium of Instruction (EMI) Letters
Many of our international students provide an EMI (English Medium Instruction) letter from their previous institution. This letter should confirm that you were taught in the medium of English. It is a popular and widely accepted form of proof, especially if you have completed prior academic studies in English.
Our University partners Requirements
The University of South Wales and The University of Wolverhampton accept an overall score of 6.0 (minimum of 5.5 for each band) and The University of Buckingham accepts an overall score of 6.5 (minimum of 6.0 for each band).
Our Flexible Instalment Plan is designed to offer ultimate flexibility to pay for your programme. You have the choice of two payment options:
Make an Upfront Payment in Full: For those who prefer to settle their fees upfront, you can pay the full amount at the beginning of your programme.
Interest-Free Payments: Alternatively, you can choose to spread your payments out with interest-free instalments every other month for the duration of your course.
These options are separate from our existing lending partners, which you can explore further on our programme pages. We believe that education should be accessible to all, and our Flexible Instalment Plan is just one of the ways we are committed to supporting you in your academic journey.
We currently offer two discounts: the Early Bird Discount and the Action Taker Discount. The Early Bird discount allows you to save up to £500 or more, available only to self-funders and is a limited-time offer that runs for the entirety of November for the March cohort or the entirety of May for the September cohort. Our Action Taker Discount allows you to save up to £150 off for PGCert and £250 off for PGDip/2-year MSc programmes. To qualify for Action Takers, you must pay the deposit within 7 days of acceptance. This discount is not available during February and August and not available in combination with the Early Bird Discount.
For Early Bird Discounts, the discount is visible if your application and acceptance are completed within the required timeframe. For Action Taker Discounts, it will reflect once conditions are met.
Next intake: September 2025 Key Facts
Programme Leader
Dr Vinay Eligar MD.FRCP(Lon).MRCP
Vinay has been a Consultant at the University Hospital of Wales since completing his Welsh deanery training. He has authored a book chapter on Thyroid replacement and for higher specialty exams in diabetes and endocrinology. He has also developed materials for the Diabetes MSc course conducted by University of South Wales and Cardiff University and maintains significant interest in inpatient diabetes management.
His current research interests include “Strategies for Inpatient hypoglycaemia prevention”. As a part of the Thyroid research team affiliated to Cardiff University, he is involved in “Genetics of hypothyroidism (GENTHYR)” study, looking into the role of T3 and T4 combination therapies in specific subsets of hypothyroidism.
Tutor
Mr Michael Brown
Mr Michael Brown is a Diabetes Specialist Nurse. Since 1996, he has been the Clinical Manager and National Director for Education for the Centre for Diabetes and Endocrinology, in Johannesburg South Africa. During this time, he has developed, managed and facilitated the delivery of many multi-specialist diabetes courses to health professionals and people with diabetes, and the clinical administration of a large national network of over 200 Centres of Diabetes Excellence nationally. His work passions are client-centred diabetes care, reflective practice, health care professional education, mentoring and coaching, change management and written and visual communication. His aim as a tutor on this course is to facilitate a deep understanding of and insight into diabetes among all members of the wider diabetes team. His personal passions include living a life of purpose, making a difference and the pursuit of excellence. He has worked with Diploma MSc as a Course Tutor, MSc Supervisor and content editor since 2010.
Tutor
Dr Natalia Vallianou
Dr Natalia Vallianou is currently working in Evangelismos General Hospital in Athens, Greece as a Consultant in Internal Medicine. She has been tutoring on the course since 2017.
Between 1999-2005, Dr Vallianou attended the University of Athens Medical school where she completed her thesis on “Phenotypic and genotypic characterization of nosocomial strains of Staphylococci resistant to macrolides, lincosamides and streptogramins” which was carried out at the Laboratory of Infectious Diseases and Antimicrobial Chemotherapy “G. K. DAIKOS” in Laikon General Hospital.
From September 1998 until June 2005, she worked at the Laboratory of Infectious Diseases and Antimicrobial Chemotherapy “G. K. DAIKOS” on various techniques (microbial cultures and typing, Kirby-Bauer, MIC) as well as on molecular diagnostic methods (DNA isolation, plasmid DNA isolation, DNA electrophoresis, PCR, PFGE).
Tutor
Dr Prabhakar Mallya
Dr Prabhakar Mallya is an experienced clinician and Diabetologist with over 28 years experience in both outpatient and inpatient management of patients across all disciplines in Medicine. He has worked through all stages from a resident and up to consultant level. After studying with us on both the Post Graduate Diploma, and MSc, Dr Mallya has returned as a tutor to contribute to improve the Diabetes Management that is progressing at a rapid pace.
He is a voracious reader interested in many facets of life like Medicine, Health, History, Archeology, Anthropology, Ancient civilizations, and more.
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Why Study a Diabetes Master's with Learna
We have over 10 years’ experience delivering online courses, giving you access to flexible, affordable distance learning in partnership with world-leading educators.
100% Flexible
Our courses are 100% online. No fixed study times mean you can log in and learn whenever and wherever.
Multidisciplinary - study in a group of doctors, nurses, pharmacists and other healthcare professionals.
Expert Led
All of our programmes are authored and developed by world leading experts in their field.
Our faculty are selected due to their subject expertise, experience and teaching abilities to ensure the highest standards of educational excellence.
Career Boosting
Get a University Validated postgraduate qualification in just 1 calendar year instead of 2 academic years.
40% of our alumni reported an increase in salary 2 years after studying with us.
Who is this course for?
Applicants to our master's in diabetes will typically be registered healthcare professionals who have a day to day exposure to people with diabetes. They may be part of a team which delivers care, a leader of that team, or an individual who treats people with diabetes. The online master's in diabetes is for Doctors General Practitioners, Practice Nurses, Diabetes Specialist Nurses, Podiatrists, Pharmacists, Dieticians and Pharmaceutical Representatives.
How Will I Learn?
You'll learn through our flexible, interactive online platform, which allows you to engage with clinical cases, complete assignments, and collaborate with fellow students at times that suit your schedule. There's no fixed timetable—simply log in daily to participate in the week's activities.
Learn through engaging discussion
Our teaching approach is highly interactive, using small groups of 10-20 students to foster a collaborative environment where you can engage in thoughtful discussions and receive guidance from your tutor. You'll have access to learning resources and discussion forums that encourage ongoing interaction and deeper engagement with the material.
Throughout your studies, you'll receive support from a dedicated expert tutor and our Student Support Team, ensuring you have the resources needed to navigate the course successfully.
Curriculum
The master's in diabetes is a two year course, consisting of eight modules (180 credits) with the first 120 credits deriving from the Postgraduate Diploma. The second year of the distance learning Diabetes MSc course starts with an initial 10 week online module that will develop skills in critical appraisal and knowledge of research methodologies. Students then complete the professional project module, which consists of a 1,500 word proposal and 10,500 word professional project (dissertation).Year 1
Aims of the Module:
- To critically analyse the precision diagnosis, classification, and personalised presentation of diabetes, with a person-centred approach.
- To evaluate the epidemiology and pathophysiology of diabetes mellitus through research and evidence-based understanding.
- To understand the driving factors for Type 2 diabetes
- To understand the fundamentals of obesity
Content Summary
- Glucose metabolism
- Definition of diabetes
- Incidence and prevalence
- Aetiology
- Diagnostic criteria of diabetes, its classification, presentation and epidemiology
- To make precision diagnoses of diabetes types and classify them appropriately (ie.: Genetic diabetes, ketosis-prone diabetes (KPD), secondary diabetes)
- Obesity and metabolic syndrome.
- Screening for diabetes
Learning Outcomes
- Critically evaluate the diverse types, diagnostic criteria, and clinical presentations of diabetes, including genetic, autoimmune, and obesity-related forms.
- Analyse epidemiological trends, pathophysiological mechanisms, and statistical concepts related to diabetes and its complications.
Aims of the Module:
- To synthesise a critical and applied understanding of diverse approaches to delivering personalised diabetes care, including multidisciplinary collaboration in complex and unpredictable situations.
Content Summary
- Obesity and diabetes
- Approach to behavioural change
- Exercise and nutrition in diabetes
- Structured educational programmes in type 1 and type 2 diabetes
Learning Outcomes
- Formulate personalised strategies for behavioural change, exercise, and nutrition management in individuals with diabetes, considering psychological and educational aspects.
- Critically evaluate the roles and impact of multidisciplinary teams and structured educational programmes in delivering comprehensive diabetes care.
Aims of the Module:
- To critically analyse the evolving landscape of pharmacological interventions in diabetes management, shifting towards a comprehensive approach emphasising cardio-renal-metabolic control and protection, and equip students with knowledge of emerging therapeutic horizons beyond glycemic control.
Content Summary
- Oral medications in the management of T2DM
- Non-Insulin injectables
- Pivotal studies
- Insulin based therapies
Learning Outcomes
- Synthesise knowledge of the mechanisms of action, evidence base, and clinical applications of pharmacological interventions for type 2 diabetes, with a focus on cardio-renal protection.
- Integrate practical considerations and emerging approaches in insulin-based therapies for effective management of type 1 and type 2 diabetes.
Aims of the Module:
- To critically evaluate the increasing role of technology in enabling precision and personalised diabetes care, and develop practical competencies in the application of technological advancements for effective management of type 1 and type 2 diabetes, while addressing the unique challenges of diabetes as a comorbidity across various medical disciplines.
Content Summary
- Technology and diabetes: Theory to practice
- Management of specific conditions
- Inpatient diabetes management
Learning Outcomes
- Critique the practical applications of technology in diabetes management, including insulin delivery systems, continuous glucose monitoring, and ambulatory glucose profile interpretation.
- Develop personalised management strategies for specific conditions related to diabetes, such as gestational diabetes, drug-induced diabetes, and genetic forms of diabetes and obesity.
Aims of the Module:
- To critically appraise the short and long-term complications of diabetes, considering the perspective of the person with diabetes.
- To evaluate the evidence base and apply strategies for the prevention, delay, and treatment of diabetes complications.
Content Summary
- Short-term complications; hypoglycaemia and hyperglycaemia/ ketoacidosis and Hyperosmolar nonketotic syndrome (HHNS or HONK) – signs and symptoms, causes, treatment, reducing the risk of recurrent episodes; management of home emergencies.
- Long term complications: microvascular disease, retinopathy, maculopathy, nephropathy, neuropathy, sexual dysfunction – epidemiology, recognition, signs and symptoms, assessment, treatment and management, prevention and follow-up.
Learning Outcomes
- Illustrate mastery in recognising and managing acute metabolic complications associated with diabetes.
- Exhibit mastery in the recognition and management of microvascular complications of diabetes and evaluate strategies for prevention and treatment.
Aims of the Module:
- To develop an in-depth understanding of risk factors and comprehensive management approaches for macrovascular complications, considering the perspective of the person with diabetes.
Content Summary
- Macrovascular disease to include cardiovascular disease, cerebro-vascular disease, peripheral vascular disease and the diabetic foot.
- Cardiovascular risk factors, management of risk factors.
- Primary and secondary preventative measures.
- Treatment targets and interventions.
- Epidemiology, evidence from clinical trials including data interpretation and critical evaluation.
Learning Outcomes
- Utilise the evidence base to identify and assess risk factors for macrovascular complications in individuals with diabetes.
- Critically appraise and apply clinical trial evidence in the comprehensive management of macrovascular complications in diabetes.
Year 2
Module Aims
This module is designed help students recognise, understand, interpret and apply methods used in healthcare research and critically appraise the various methodologies specific to diabetes research.
Module Content
- Terminology used in epidemiology and research studies such as prevalence, incidence, sensitivity, specificity, false positive and false negatives.
- Interpreting graphical representation of epidemiological and statistical data such as Kaplan-Meier Curves, Forrest Plots and Meta-analyses.
- Calculations used in the assessment of research data such as relative risk, absolute risk, number needed to treat.
- Basic statistical tests and their applications including t-Tests, ANOVA, Chi-Square.
- Methodologies as applied to diabetes research.
- Fundamentals of evidence based practice and its application into the clinical setting.
- Establishing patient registers and the value of disease specific registers.
- Research into educational principles for both health care practitioner and patient. Understanding what may work for the patient as well as the educator.
Learning Outcomes
- Interpret research and apply this to the management of patients with diabetes.
- Display a critical understanding of the clinical implications of research and its impact upon healthcare delivery and service development.
Module Aims
- To formulate the research question that you seek to answer.
- To develop an ability to critically evaluate areas of professional practice.
- To critically appraise specific areas of clinical, research and organisational practice.
- To develop skills in independent research and study.
- To develop skills relevant to scientific publications.
Module Content
The module will depend on the creation of a piece of work based upon a project relevant to the student’s practice. This project may comprise:
- Literature review and appraisal of the evidence.
- Audit of practice including organisational or clinical.
- Review and implementation of evidence-based practice.
- Qualitative or quantitative research (formal research involving human subjects is not anticipated).
- Case-based and quality of service review with critical appraisal.
- Case report, review of literature and organisational assessment.
Learning Outcomes
- Synthesise advanced knowledge of research to conceptualise, plan, and execute an original investigation that contributes significant insights to a chosen field of practice.
- Critically evaluate practice and suggest improvements or change in a chosen healthcare setting.
- Incorporate knowledge of the research process in developing services appropriately.
Assessment Methods
This programme emphasises learning through active participation in case-based discussions, reflection, and real-life scenarios. Students engage with clinical cases that mirror everyday practice, fostering problem-solving and evidence-based application from the very beginning.
Across the modules, assessments are integrated with learning. Each week, you will work through two to three clinical cases, discussing and reflecting on them with peers under the guidance of an expert tutor. These discussions form the core of your learning and are also the basis for your assessments.
Our innovative teaching methods are designed to help you translate this learning into real-world clinical practice. You'll need to regularly log in to participate in discussions, ideally on a daily basis, and commit approximately two hours per day to your studies. Our dedicated Student Support Team is available to assist with any challenges you may encounter, from navigating our online platform to managing deadlines.
How Foundational Knowledge is Developed
The programme is structured so that foundational knowledge is introduced through carefully designed clinical cases. Each case is crafted to highlight essential concepts and progressively deepen your understanding as you apply critical thinking and evidence-based analysis. This hands-on approach ensures that you are not only acquiring theoretical knowledge but also learning how to apply it in a practical, clinical setting.
This programme is suited for professionals who thrive in an online, discussion-based learning environment. Please note that this course focuses on interactive, applied learning through peer collaboration and case discussions. You will be fully supported, encouraged and led through the programme to success and graduation!
- Every week students are presented with two/three clinical case-based scenarios that are reflective of every day clinical practice and research.
- Tutors will post a number of questions and prompts to aid students in a formal discussion of each case.
- These discussions are facilitated throughout by your tutor and are then assessed at the end of every module.
For this assessment, students will work on a group assignment and/or an individual assignment.
- Group assignments are designed to hone skills in the multidisciplinary, holistic approach to modern treatments and patient management by requiring group participation in a single piece of work.
- Individual assignments are designed to hone skills in academic career progression through such tasks as reviewing papers, developing scientific posters or abstracts, peer-reviewing, social media activities, patient information leaflets and essays.
The reflective journal is used by students throughout each module to monitor personal progress. This is guided by weekly feedback from your tutor and is graded at the end of every module. The journal typically includes the following:
- Initial expectations and reasons for taking the course.
- Module and/or personal learning objectives.
- Description of events, issues and learning points within current personal practice.
- Change in every day practice due to knowledge gained on each module.
- A description of what has been learned during the module.
- Students are provided with case-based problems in the form of a one-hour timed examination.
- The exam consists of 30 'Single Best Answer' questions.
- Students are required to complete the exam online within the set time.
Entry requirements
Since our courses are conducted entirely online, they are accessible to both UK and international registered healthcare professionals.
Applicants will typically hold a first degree or equivalent (including international qualifications) in a relevant professional healthcare field, such as a medical or nursing degree.
Registered healthcare professionals without these recognised qualifications will be considered on an individual basis and a wide range of prior experience may be taken into account. In some cases, applicants may be asked to submit a piece of work for assessment in order to confirm that they are able to work comfortably at postgraduate level, and demonstrate the requisite clinical and professional knowledge.
Documents Required
- A copy of your updated CV including your address and date of birth.
- A copy of your undergraduate degree certificate.
- The name and email address of someone who is able to provide a reference, this can be a work colleague, employer or former tutor.
- A detailed personal statement explaining why you would like to undertake the course.
- A copy of your proof of English competency (see below).
English Language Requirements Proficiency in the English language is also essential to completing our courses. If English is NOT your first language, we ask for proof of competency during the application process. We are able to accept an IELTS overall score of 6.0 (with a minimum of 5.5 for each band) or an equivalent qualification.
If you do not meet these requirements, please don’t worry. The University of South Wales run a number of English Language Programmes at the Centre for International English to prepare you for your academic studies. You can also contact our admissions team on admissions@diploma-msc.com for more information on the qualifications we accept.
Should you have already successfully completed the 1 year Postgraduate Diploma and wish to convert to the MSc and complete only the second year of the programme this is possible. Please contact our admissions department admissions@diploma-msc.com to find out more.
Course Fees
- Deposit for September 2025: £450 †
- Total Course Fees for UK & International Students for September 2025: £9,760 ††
Payment Options
- Option 1: Upfront Payment in full. Pay-in-full discount is available.
- Option 2: Apply for Interest-free payments each month for the duration of the course.
Payment Plan Breakdown
First Year Payments
| Deposit | 10 Monthly Payments | Final Payment |
| £450 † | £446 | £450 |
Total first year payments: £5,360
Second Year Payments
| 11 Monthly Payments | Final Payment |
| £366 | £374 |
Total second year payments: £4,400
You may also be interested in:
- Spread the cost with Lendwise, who offer financing options for up to 8 years. ††††
† Deposits are non-refundable
†† Prices are subject to review following each intake
†††† Subject to eligibility criteria.
Reviews
Why Learna
We have over 10 years’ experience delivering online diploma courses, giving you access to flexible, affordable distance learning in partnership with world-leading educators.
Our courses are some of the most affordable of their kind, providing value for money without compromising on quality. We also don't apply an international surcharge. No fixed timetable means you can log in & learn on the go, at your convenience.
Being totally online means we can select the very best tutors and resource editors, no matter where they’re located.
Connect with multidisciplinary people around the world to expand your insights & broaden your career prospects.
Our programmes produce 90% fewer emissions than campus-based learning.
