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Definitions and use of the teach-back method in healthcare consultations with patients: A systematic review and thematic synthesis.

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.

journal_name

Patient Educ Couns

journal_title

Patient education and counseling

authors

Shersher V,Haines TP,Sturgiss L,Weller C,Williams C

doi

10.1016/j.pec.2020.07.026

subject

Has Abstract

pub_date

2021-01-01 00:00:00

pages

118-129

issue

1

eissn

0738-3991

issn

1873-5134

pii

S0738-3991(20)30399-2

journal_volume

104

pub_type

杂志文章

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