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

Research output: Contribution to journalArticleResearchpeer-review

3 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)118-129
Number of pages12
JournalPatient Education and Counseling
Volume104
Issue number1
DOIs
Publication statusPublished - Jan 2021

Keywords

  • Healthcare provider communication
  • Patient education
  • Teach-back method

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