en آموزش پزشکی Medical Education پژوهشي اصیل Orginal Research <div style="text-align: justify;"><span style="line-height:2;"><span style="font-size:16px;"><span style="font-family:Times New Roman;"><span calibri=""><b><span new="" roman="" times="">Background & Objective:</span></b> <span new="" roman="" times="">The objectives of this study were to design, implement, and evaluate an educational game on the diagnosis and management of diabetes for pharmacy students.</span></span><br> <span calibri=""><b><span new="" roman="" times="">Materials & Methods:</span></b><span new="" roman="" times=""> Educational content for diabetes was prepared and used to design a multimedia file and game scenario. The game was validated and consisted of 25 stages of diagnosing and managing diabetes. Participants were 8^th-semester pharmacy students who were divided into two groups. Groups A and B had 10-day access to the multimedia and game files, respectively. Pretest and post-test were held to evaluate students&rsquo; learning, and the final exam was used to assess retention. Moreover, user experience was evaluated by a modified and validated version of the Model for the Evaluation of Educational Games questionnaire.</span></span><br> <span calibri=""><b><span new="" roman="" times="">Results:</span></b><span new="" roman="" times=""> A total of 154 students participated in the study. The mean ranks were 69.25 and 60.99 (P=0.808) in the pretest; 64.80 and 67.63 (P=0.551) in the post-test; and 67.44 and 62.19 (P=0.490) in the final exam for groups A and B, respectively. Ninety-nine participants completed the quality questionnaire of the study. The students confirmed the quality of the game in nearly all quality dimensions. About 80 percent of the game users preferred it over usual teaching methods.</span></span><br> <span calibri=""><b><span new="" roman="" times="">Conclusion:</span></b><span new="" roman="" times=""> A high-quality educational game for diabetes was designed and implemented. Although the use of the game was not associated with increased learning or retention scores, pharmacy students preferred it over traditional teaching methods.</span></span><br> &nbsp;</span></span></span></div> Diabetes mellitus, Gamification, Pharmacy education 38 48 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-1879-1&slc_lang=en&sid=1 Sholeh Ebrahimpour hawar_327ph@yahoo.com 5300319475328460024959 5300319475328460024959 No Department of Clinical Pharmacy, School of Pharmacy, Alborz University of Medical Sciences, Karaj, Iran. Eisa Rezaei e.rezaei@vums.ac.ir 5300319475328460024960 5300319475328460024960 No Medical Education Department, Smart University of Medical Sciences, Tehran, Iran. Soha Namazi namazisoha@yahoo.com 5300319475328460024961 5300319475328460024961 No Department of Clinical Pharmacy, Faculty of Pharmacy, Tehran University of Medical Sciences, Tehran, Iran. Mehdi Mohammadi m.mohammadi@abzums.ac.ir 5300319475328460024962 5300319475328460024962 Yes Department of Clinical Pharmacy, School of Pharmacy, Alborz University of Medical Sciences, Karaj, Iran.