Background: The adolescent years are challenging time for diabetes educators, medical providers and families with type 1 diabetes. We developed a unique board game to assess knowledge, increase dialogue, and provide education. The game curriculum utilizes Blooms taxonomy and focuses on the cognitive, affective and psycho-motor domains of educational learning. Game-based learning can enhance student/patient motivation and improve knowledge acquisition. Games also provide a safe format for the learner to try new experiences and gain insight from their successes and failures.
Objectives: To enhance dialogue among the diabetes educator, teenagers and parents regarding type 1 diabetes management. To assess players’ knowledge of diabetes and provide additional education and support.
Methods: Ninety parent-child dyads participated in the game over the course of 18 months. Thirty percent were teenage participants (13-17 yo). The game design encourages players to apply their skills and knowledge in simulated, real world scenarios. On every turn, players must use basic math skills to advance to the next challenge. The game focuses on the following diabetes self-management themes: glucose monitoring, physical activity, medication management, healthy eating, problem solving, exercise and sick day management.
Results: Diabetes educators reported increased dialogue and teen engagement during diabetes education. Game play facilitated the assessment of teens’ knowledge, skills and emotional well-being. Based on this assessment, educators addressed the specific needs of each parent-child dyad. Educators also reported improved interdisciplinary communication. Pediatric endocrinologists reported an improved ability to individualize patients’ medical care based on the identified knowledge/skill deficits.
Conclusion: This diabetes board game has the potential to improve dialogue and guide education for each parent-child dyad.
M. Curl: None. D. Pozefsky: None. N. Jain: None.
