Canadian journal of diabetes · 2026
A Patient-Clinician Codesigned Infographic for Diabetic Ketoacidosis Education in Type 1 Diabetes.
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Waniss Mary Rose, Cheema Wajeeha, Cheema Talha, Mumford Doug, Verhoeff Natasha, Gad Hoda, Parikh Ethan, Budhram Dalton, Bapat Priya, Zhang Yucheng, Orszag Andrej, Lovblom Leif Erik, Marshall Anna, Lamb Krista, Jain Akshay, Weisman Alanna, Ivers Noah, Perkins Bruce A
Аннотация
OBJECTIVE: Effective diabetic ketoacidosis (DKA) prevention tools are needed because existing protocols are often difficult to understand and are underused. Based on prior research, we identified key elements for a DKA educational tool and used design methods to cocreate a core educational infographic with individuals with type 1 diabetes (T1D) and health-care professionals.
METHODS: A user-centred, iterative design process was conducted using a series of focus groups, with findings coanalyzed at each stage by a user advisory panel. Focus group participants and panel members included individuals with T1D and health-care professionals who were sampled purposively. At each design stage, participants reviewed alternative and progressively refined versions of the infographic. Role-play and think-aloud techniques were used to elicit feedback. Transcripts were analyzed thematically to inform iterative refinements. Recruitment continued until data saturation was reached.
RESULTS: A total of 46 participants (36 focus group participants and 10 user advisory panel members) contributed across 7 iterative design refinement sessions and 12 implementation data collection sessions. The resulting infographic emphasized key barriers relevant to most individuals, substantial simplification of design elements, use of clear and accessible language, and a focus on specific behavioural actions rather than general education alone. Core design themes included flow, legibility, and the use of visuals to enhance understanding.
CONCLUSION: We codesigned a patient-centred, simplified DKA educational infographic suitable for outcome evaluation. Compared with existing resources, it features clearer messaging and more accessible visuals focused on actionable prevention steps, demonstrating the value of structured patient engagement and design methodology.
METHODS: A user-centred, iterative design process was conducted using a series of focus groups, with findings coanalyzed at each stage by a user advisory panel. Focus group participants and panel members included individuals with T1D and health-care professionals who were sampled purposively. At each design stage, participants reviewed alternative and progressively refined versions of the infographic. Role-play and think-aloud techniques were used to elicit feedback. Transcripts were analyzed thematically to inform iterative refinements. Recruitment continued until data saturation was reached.
RESULTS: A total of 46 participants (36 focus group participants and 10 user advisory panel members) contributed across 7 iterative design refinement sessions and 12 implementation data collection sessions. The resulting infographic emphasized key barriers relevant to most individuals, substantial simplification of design elements, use of clear and accessible language, and a focus on specific behavioural actions rather than general education alone. Core design themes included flow, legibility, and the use of visuals to enhance understanding.
CONCLUSION: We codesigned a patient-centred, simplified DKA educational infographic suitable for outcome evaluation. Compared with existing resources, it features clearer messaging and more accessible visuals focused on actionable prevention steps, demonstrating the value of structured patient engagement and design methodology.