1. Facilitating Teach-Back Use: Factors In Patient-Provider Communication Between Medical Residents And Patients With Limited Health Literacy
- Author
-
Walker, Princeanna
- Subjects
- patient-provider communication, health literacy, teach-back, plain language, universal precautions, patient characteristics
- Abstract
Many patients have difficulty communicating with their healthcare providers (Aldoory, 2017; Brooks et al., 2020; Watson, 2019). Teach-Back is an evidence-based health literary communication tool that is useful for ensuring patients understand the information they receive; with evidence after exposure to Teach-Back, patients exhibit increased disease-specific knowledge, adherence, self-efficacy, and improved health outcomes (Hong et al., 2020a; Talevski et al., 2020). Healthy People 2030 endorsed Teach-Back as an intervention for improving patient comprehension of health information in clinical settings (ODPHP, 2020). However, Teach-Back has not been widely implemented in these settings (Brooks et al., 2020). Not much is known regarding the comprehensive factors which predict clinicians’ use of Teach-Back. This study is a follow-up to Feinberg et al. (2019) which found medical residents increased their use of Teach-Back after attending an educational presentation. Variables not examined in the original analysis are explored in the following research questions: After an educational intervention, is there a significant relationship between patients’ exposure to Teach-Back by medical residents and patients’ highest educational level, perceived health status, diagnoses, reason for visit, new or returning patient status, gender and/or the conversation length during consultation? What are the relationships between the total number of times Teach-Back is used post-intervention and the medical resident’s age, gender, race, or main language? Bivariate and Kendall’s tau correlations revealed new or returning patient status (χ2 = 5.430, p < .05) and conversation length (rt = .307, p < .01), respectively, were significantly associated with patient’s Teach-Back exposure after the residents’ participation in the training intervention. The subsequent binary logistic regression revealed only conversation length (B = .061, p < .05) was a significant predictor of Teach-Back exposure. No statistically significant relationships between the total number of times Teach-Back was used post-intervention and medical residents’ personal characteristics were found. Findings add to original study results of factors which facilitate Teach-Back exposure. Longer consultations and new patient visits were more likely to involve Teach-Back use than other factors. Given the benefits of Teach-Back for all patients, a universal precautions approach is recommended to facilitate its widespread adoption in clinical settings.
- Published
- 2024