Pharmacist-Led Training Intervention to Improve Structured Education Referrals in Type 2 Diabetes: A Primary Care Study in the UK

Background: Structured education programmes (SEPs) are a key component of Type 2 diabetes (T2D) management, yet referral, acceptance and attendance rates remain suboptimal in primary care. This study evaluated the impact of a pharmacist-led training intervention on SEP referrals in three general practices.
Aim: To evaluate the impact of a pharmacist-led training intervention on referral, attendance, and completion of SEPs for patients with T2D in three general practices.
Method: This quality improvement study was conducted across three general practices in England from 2022 to 2023. The intervention involved pharmacist-led training sessions for healthcare professionals on SEP benefits, referral processes, and evidence-based communication strategies. Referral and completion data for eligible T2D patients were collected for 12 months pre- and post-intervention. Chi-square tests were used to assess significance.
Results: Following the intervention, referral and completion rates improved in all three practices. In Practice A (n = 150), referrals rose from 16.0% (n = 24) to 24.0% (n = 36), and completions from 6.0% (n = 9) to 13.3% (n = 20), with statistical significance (p = 0.049). In Practice B (n = 120), referrals increased from 3.3% (n = 4) to 13.3% (n = 16) and completions from 1.7% (n = 2) to 8.3% (n = 10). In Practice C (n = 130), referrals rose from 10.8% (n = 14) to 13.8% (n = 18) and completions from 5.4% (n = 7) to 9.2% (n = 12). Post-training feedback (n = 18) indicated increased healthcare professional confidence in discussing SEPs and navigating local referral pathways.
Conclusion: Pharmacist-led training improved SEP referrals and completion in primary care, with statistically significant gains in one practice. Broader implementation may support enhanced patient engagement and diabetes self-management. Further research should explore long-term outcomes and investigate patient perspectives on barriers to attendance and completion.