Young-Rock Hong1, Ara Jo2, Michelle Cardel3, Jinhai Huo2, Arch G Mainous4. 1. Department of Health Services Research, Management and Policy, University of Florida, Gainesville, USA. Electronic address: YoungRock.H@phhp.ufl.edu. 2. Department of Health Services Research, Management and Policy, University of Florida, Gainesville, USA. 3. Department of Health Outcomes and Biomedical Informatics, University of Florida, Gainesville, USA. 4. Department of Health Services Research, Management and Policy, University of Florida, Gainesville, USA; Department of Community Health and Family Medicine, University of Florida, Gainesville, USA.
Abstract
OBJECTIVE: To examine how the teach-back, interactive communication loop between patient and provider, is utilized and its role in diabetes care delivery. METHODS: This was a cross-sectional analysis of the Medical Expenditure Panel Survey (MEPS) 2011-2016. The study sample included US adults aged 18 or older with diabetes. Survey-design adjusted analyses were used to examine patterns of teach-back utilization across patient socioeconomic/clinical characteristics, patient-provider interactions, and diabetes care education. RESULTS: Analysis of 2901 US adults with diabetes showed that 25.0 % reported patient teach-back experience during their visit to care. Compared with patients without teach-back, those with teach-back experience had higher scores on interaction quality with their providers (composite score: 90.8 vs. 55.8, P < .001). Those with teach-back were also more to receive additional advice on diet and exercise from providers (67.0 % vs. 60.9 %, P = 0.03) and to report that they were confident in diabetes self-care management (75.7 % vs. 70.3 %, P =0.03). CONCLUSION: Teach-back communication appears to be effective in patient-provider interaction and diabetes care education, leading to higher confidence in self-care management. PRACTICE IMPLICATIONS: Despite its potential, the utilization of teach-back communication is suboptimal. More effort is needed to promote effective use of teach-back communication in routine diabetes care.
OBJECTIVE: To examine how the teach-back, interactive communication loop between patient and provider, is utilized and its role in diabetes care delivery. METHODS: This was a cross-sectional analysis of the Medical Expenditure Panel Survey (MEPS) 2011-2016. The study sample included US adults aged 18 or older with diabetes. Survey-design adjusted analyses were used to examine patterns of teach-back utilization across patient socioeconomic/clinical characteristics, patient-provider interactions, and diabetes care education. RESULTS: Analysis of 2901 US adults with diabetes showed that 25.0 % reported patient teach-back experience during their visit to care. Compared with patients without teach-back, those with teach-back experience had higher scores on interaction quality with their providers (composite score: 90.8 vs. 55.8, P < .001). Those with teach-back were also more to receive additional advice on diet and exercise from providers (67.0 % vs. 60.9 %, P = 0.03) and to report that they were confident in diabetes self-care management (75.7 % vs. 70.3 %, P =0.03). CONCLUSION: Teach-back communication appears to be effective in patient-provider interaction and diabetes care education, leading to higher confidence in self-care management. PRACTICE IMPLICATIONS: Despite its potential, the utilization of teach-back communication is suboptimal. More effort is needed to promote effective use of teach-back communication in routine diabetes care.
Authors: Mary C Barks; Emma A Schindler; Peter A Ubel; Megan G Jiao; Kathryn I Pollak; Hanna E Huffstetler; Monica E Lemmon Journal: Patient Educ Couns Date: 2021-06-11