Teach-back method: Difference between revisions

Revision as of 08:10, 26 June 2014

Latest revision as of 12:44, 6 August 2023

(9 intermediate revisions by 6 users not shown)

Line 1:

The '''The Teachteach-Backback Methodmethod''', also called the '''"show-me" method''', is a communication confirmation method used by healthcare providers to confirm whether a patient (or care takers) understands what is being explained to them. If a patient understands, they are able to "teach-back" the information accurately. This is a communication method intended to improve [[health literacy]].

There can be a significant gap in the perception of how much a patient needs information, or how effective a provider's communication is.<ref name="In Focus">Teach Back: A tool for improving provider-patient communication. The Ethics Center. 2006. Retrieved from http://www.ethics.va.gov/docs/infocus/InFocus_20060401_Teach_Back.pdf</ref> This can be due to various reasons such as a patient not understanding medical terminology, not feeling comfortable asking questions or even cognitive impairment. <ref name="In Focus" /> Not only does the teach-back method help providers understand the patient's needs in understanding their care, it also allows providers to evaluate their communication skills. <ref name="In Focus" /> Case studies leadled by the [[National Quality Forum]] on the informed consent processes of various hospitals found that those that effectively used the teach-back method benefited in areas of quality, patient safety, risk management and cost/efficiency. <ref name="NQF">Implementing a National Voluntary Consensus Standard for Informed Consent: A User's Guide for Healthcare Professionals. National Quality Forum. 2005. Retrieved from http://www.qualityforum.org/Publications/2005/09/Implementing_a_National_Voluntary_Consensus_Standard_for_Informed_Consent__A_User’s_Guide_for_Healthcare_Professionals.aspx</ref>

__TOC__

== The Methodmethod ==

The [[National Quality Forum]] describes the practice as follows:<ref name="NQF"/><br />

'''Who''' should use the method→ Any healthcare providers. E.g. physicians, nurses, healthcare professionals<br />

Line 11:

'''How'''→When asked to teach-back, patients should be able to clearly describe or explain the information provided to them.<br />

<br />

Depending on the patient's successful or unsuccessful teach-back, the provider will clarify or modify the information and reassess the teach-back to confirm the patient's comprehension and understanding. <ref name="Heiges">The Teach Back Method. SurroundHealth. 2012. Retrieved from www.surroundhealth.net</ref> <br />

== Knowledge Retention ==

The cycle of reassessing and teaching back to confirm comprehension has been found to improve knowledge retention and lower readmission rates in heart failure patients. <ref name="White, Garbez, Carroll, Brinker & Howie-Esquivel">Is "teach back" associated with knowledge retention and hospital readmission in hospitalized heart failure patients? The Journal of Cardiovascular Nursing. 2013 Mar-Apr;28(2):137-46. doi: 10.1097/JCN.0b013e31824987bd</ref> <br />

== Knowledge Retentionretention ==

Beyond healthcare literacy, the teach-back method can be utilized in academic and professional settings as well. Teachers often create [[feedback loops]] <ref name="Stevens"> 5 Teaching Strategies that Boosts a Student's Working Memory and Retention. Reading Horizons. 2012. Retrieved from http://www.readinghorizons.com/blog/post/2012/02/24/teaching-strategies-working-memory-retention.aspx</ref> in which the instructor asks the student to share what they heard, and promote peer to peer coaching <ref name="Stevens"/> where students explain what they just learned to other students. Retention is also most positively impacted in [[participatory learning]] environments, when students participate in group discussions, practice by doing, and teaching others. <ref name="Hall"> Teaching Methods and Retention. 2002. Retrieved from http://www.simulations.co.uk/pyramid.htm</ref>

The cycle of reassessing and teaching back to confirm comprehension has been found to improve knowledge retention and lower readmission rates in heart failure patients. <ref name="White, Garbez, Carroll, Brinker & Howie-Esquivel">Is "teach back" associated with knowledge retention and [[Hospital Readmission|hospital readmission]] in hospitalized heart failure patients? The Journal of Cardiovascular Nursing. 2013 Mar-Apr;28(2):137-46. doi: 10.1097/JCN.0b013e31824987bd</ref> <br />

Beyond healthcare literacy, the teach-back method can be utilized in academic and professional settings as well. Teachers often create [[feedback loops]] <ref name="Stevens"> 5 Teaching Strategies that Boosts a Student's Working Memory and Retention. Reading Horizons. 2012. Retrieved from http://www.readinghorizons.com/blog/post/2012/02/24/teaching-strategies-working-memory-retention.aspx</ref> in which the instructor asks the student to share what they heard, and promote peer to peer coaching <ref name="Stevens"/> where students explain what they just learned to other students. Retention is also most positively impacted in [[participatory learning]] environments, when students participate in group discussions, practice by doing, and teaching others. <ref name="Hall"> Teaching Methods and Retention. 2002. Retrieved from http://www.simulations.co.uk/pyramid.htm</ref>

==References==

{{reflist}}

<!--- After listing your sources please cite them using inline citations and place them after the information they cite. Please see http://en.wikipedia.org/wiki/Wikipedia:REFB for instructions on how to add citations. --->

*

[[Category:Health education]]

*

[[Category:Practice of medicine]]

*

*