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Background/Objectives: Adolescents with type 1 diabetes face complex challenges associated with the disease, underscoring the importance of developing self-management skills. This study examined participants’ perspectives on a type 1 diabetes self-management education program. Methods: Focus group interviews were conducted with 32 adolescents with type 1 diabetes who participated in the program and six expert patients. Both thematic analysis and content analysis were conducted using NVIVO software, version 1.6.1. Results: Two dimensions emerged: expert patient roles and program evaluation. Expert patient roles were viewed positively, with an emphasis on responsibility, sharing experiences, and being a role model. Program evaluation emphasized peer-to-peer sharing and educational sessions, with increased knowledge of the disease and management strategies. Expert patients also benefited from the program by developing a sense of responsibility, serving as role models for adolescents, and improving their disease self-management. Conclusions: The adolescents emphasized that the program was a learning tool and the expert patient’s view of their role emerges, highlighting modelling as a facilitator of learning and of the responsibility and commitment of the mentors. This study reinforces the benefits of peer-to-peer interaction in a camp setting, including rich experiences.

Background/Objectives: Adolescents with type 1 diabetes face complex challenges associated with the disease, underscoring the importance of developing self-management skills. This study examined participants' perspectives on a type 1 diabetes self-management education program. Methods: Focus group interviews were conducted with 32 adolescents with type 1 diabetes who participated in the program and six expert patients. Both thematic analysis and content analysis were conducted using NVIVO software, version 1.6.1. Results: Two dimensions emerged: expert patient roles and program evaluation. Expert patient roles were viewed positively, with an emphasis on responsibility, sharing experiences, and being a role model. Program evaluation emphasized peer-to-peer sharing and educational sessions, with increased knowledge of the disease and management strategies. Expert patients also benefited from the program by developing a sense of responsibility, serving as role models for adolescents, and improving their disease self-management. Conclusions: The adolescents emphasized that the program was a learning tool and the expert patient's view of their role emerges, highlighting modelling as a facilitator of learning and of the responsibility and commitment of the mentors. This study reinforces the benefits of peer-to-peer interaction in a camp setting, including rich experiences. [ABSTRACT FROM AUTHOR]