Comparison of the Effects of Teach-Back and Multimedia Education on Self-care in Children with Type 1 Diabetes

Abstract

Background: Type 1 diabetes is among the most common chronic diseases in children, and inadequate management may lead to serious complications. Objectives: This study aimed to compare the effects of mother–child education delivered using teach-back and multimedia methods on self-care behaviors in children with type 1 diabetes. Methods: This clinical trial included 60 children with diabetes and their mothers who met the inclusion criteria. For children, the inclusion criteria were age 6 - 12 years, a diabetes diagnosis of 6 months to 1 year, a score below 47 on the Summary of Diabetes Self-Care Activities (SDSCA) measure, no diabetes education during the previous month, and no history of other physical or mental illnesses according to medical records. For mothers, the inclusion criteria were no caregiving responsibilities for another chronically ill patient, no known mental, neurological, or chronic illness, and willingness to participate. Participants were randomly assigned to three groups: teach-back, multimedia, and control. Training was delivered in four sessions of 30 - 45 minutes each. Data were collected using a demographic questionnaire and the SDSCA scale from February 2024 to September 2024. Results: Before the intervention, one-way analysis of variance showed no significant differences in mean HbA1c levels (P = 0.149) or self-care scores (P = 0.971) among the groups. After the intervention, one-way analysis of variance showed significant differences in HbA1c levels (P < 0.001) and self-care scores (P < 0.001) among the groups. The Scheffé post hoc test showed that the multimedia group had significantly higher self-care scores than the control group (mean difference = 26.5; P < 0.001). Similarly, the teach-back group had significantly higher self-care scores than the control group (mean difference = 24.9; P < 0.001). However, no significant difference was observed between the teach-back and multimedia groups (mean difference = 1.6; P = 0.277). HbA1c levels also differed significantly between the control group and the teach-back and multimedia groups. Conclusions: Both educational methods effectively improved self-care in children with type 1 diabetes. Technology-based educational approaches are recommended to enhance self-care in children with diabetes.