Violetta Shersher1, Terry P Haines2, Liz Sturgiss3, Carolina Weller4, Cylie Williams2. 1. School of Primary and Allied Health Care, Monash University, VIC, 3199, Australia. Electronic address: violetta.shersher@monash.edu. 2. School of Primary and Allied Health Care, Monash University, VIC, 3199, Australia. 3. Department of General Practice, School of Primary and Allied Healthcare, Monash University, VIC, 3168, Australia. 4. School of Nursing and Midwifery, Monash University, VIC, 3004, Australia.
Abstract
OBJECTIVE: To review and synthesise definitions of the teach-back method in the literature. The second aim is to synthesise the barriers, facilitators and perceptions of teach-back use in healthcare consultations with patients. METHODS: A systematic review and thematic synthesis following Braun and Clarke's method. RESULTS: The primary search found 1429 citations and the secondary search added 221 citations. Screening identified 66 citations eligible for data extraction. We contrasted and synthesised operational definitions of the teach-back method. The synthesis generated seven themes related to healthcare provider (HCP) and patient perceptions of teach-back (effectiveness, stigma and time-related perceptions), the universal application of teach-back, patient health outcomes and healthcare provider training. DISCUSSION: Operational definitions of the teach-back method varied in the literature and contained implied steps. HCPs and patient perceptions of teach-back operated as both enablers and barriers to its use. HCPs training programs for the teach-back method were identified as beneficial for altering HCPs perceptions about the method and increased its use with patients. PRACTICE IMPLICATIONS: Standardising operational definitions of the teach-back method can support replicability of research and enhance HCPs communication skills training programs. HCPs training on teach-back use can support the increased use of the technique with broader patient populations.
OBJECTIVE: To review and synthesise definitions of the teach-back method in the literature. The second aim is to synthesise the barriers, facilitators and perceptions of teach-back use in healthcare consultations with patients. METHODS: A systematic review and thematic synthesis following Braun and Clarke's method. RESULTS: The primary search found 1429 citations and the secondary search added 221 citations. Screening identified 66 citations eligible for data extraction. We contrasted and synthesised operational definitions of the teach-back method. The synthesis generated seven themes related to healthcare provider (HCP) and patient perceptions of teach-back (effectiveness, stigma and time-related perceptions), the universal application of teach-back, patient health outcomes and healthcare provider training. DISCUSSION: Operational definitions of the teach-back method varied in the literature and contained implied steps. HCPs and patient perceptions of teach-back operated as both enablers and barriers to its use. HCPs training programs for the teach-back method were identified as beneficial for altering HCPs perceptions about the method and increased its use with patients. PRACTICE IMPLICATIONS: Standardising operational definitions of the teach-back method can support replicability of research and enhance HCPs communication skills training programs. HCPs training on teach-back use can support the increased use of the technique with broader patient populations.
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