Endocrine Abstracts

JOINT1237

Objectives: Improvement of disease-specific knowledge in pediatric patients with type 1 diabetes using a digital app and individualized teaching.

Methods: We developed the KARLOTTA app (Kids + Adolescents Research Learning on Tablet Teaching Aachen), a game with knowledge-quiz and mini-games, designed for use before outpatient clinic appointments. The app provides immediate feedback on answers, mirrored for caregivers. The quiz-content is based on established educational programs in Germany. In our randomized-controlled pilot study, 57 patients were included to evaluate acceptance, transition-readiness, and changes in behavior and glycemic control (HbA1c). Of the 57, 27 were in the intervention group and 30 in the control group. The mean age at diagnosis was similar in both groups (8. 37 Intervention, 9 Control), as was the mean duration of T1D (5. 19/5. 05 years). The gender distribution, insulin therapy type, and HbA1c values were comparable between the two groups. We analyzed 26 patients in the intervention group and 24 in the control group. The intervention group used the game 3 times over 6 months, with 3-month intervals. They completed quality of life (Qol), satisfaction, and transition questionnaires before and after the intervention. The control group filled out the same questionnaires at their first and final visits after 6 months. The median time between visits in the intervention group was 101. 5 days (IQR 91-111), n = 50. The average time between the first and last visits was 210 days (SD 27), n = 25. The 26 intervention group patients completed a satisfaction questionnaire after the last game, with 15 multiple-choice, 2 open-ended, and 1 transition question for adolescents over 16. Responses were analyzed descriptively using the Likert scale. The analysis of the feedback Questionnaire indicated that patients learned from using the App. The App encouraged them to pay more attention to their blood sugar levels and improve insulin bolus administration. Patients reported increased openness in discussing their therapy with our diabetes team and a greater overall concern for their condition. They enjoyed the game feature and planned to continue using it. Both groups (Intervention and Control) showed improved HbA1c levels. Evaluation of our Qol and transition questionnaire will be reported.

Conclusion: Individualized teaching is essential for managing chronic diseases like T1D, particularly for children and adolescents who require intensive communication and ask for modern and age-adequate tools. The KARLOTTA app identifies knowledge gaps, offers customized teaching, and is easily implementable in outpatient settings. Further studies are planned in multi-centric and international settings.