TY - JOUR
T1 - Definitions and use of the teach-back method in healthcare consultations with patients
T2 - A systematic review and thematic synthesis
AU - Shersher, Violetta
AU - Haines, Terry P.
AU - Sturgiss, Liz
AU - Weller, Carolina
AU - Williams, Cylie
PY - 2021/1
Y1 - 2021/1
N2 - 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.
AB - 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.
KW - Healthcare provider communication
KW - Patient education
KW - Teach-back method
UR - http://www.scopus.com/inward/record.url?scp=85089296418&partnerID=8YFLogxK
U2 - 10.1016/j.pec.2020.07.026
DO - 10.1016/j.pec.2020.07.026
M3 - Article
C2 - 32798080
AN - SCOPUS:85089296418
SN - 0738-3991
VL - 104
SP - 118
EP - 129
JO - Patient Education and Counseling
JF - Patient Education and Counseling
IS - 1
ER -