Teach-back method: Difference between revisions

Revision as of 01:59, 9 July 2014

Revision as of 16:14, 18 February 2015

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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>

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==