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

• Published in: Patient education and counseling Vol. 104; no. 1; pp. 118 - 129
• Main Authors: Shersher, Violetta, Haines, Terry P., Sturgiss, Liz, Weller, Carolina, Williams, Cylie
• Format: Journal Article
• Language: English
• Published: Ireland Elsevier B.V 01-01-2021
• Subjects: Delivery of Health Care; Health Personnel; Healthcare provider communication; Humans; Nursing; Patient education; Referral and Consultation; Teach-back method; Healthcare provider communication; Patient education; Teach-back method
• ISSN: 0738-3991; 1873-5134
• DOI: 10.1016/j.pec.2020.07.026

•Operational definitions of the teach-back method are inconsistent in the contemporary literature.•Definitions should explicitly include a HCP statement that a request for repetition is a means of checking the HCP’s communication effectiveness.•HCP and patient perceptions of the teach-back method function as facilitators and barriers to its use in consultations.•HCP teach-back training increases its use with wider populations, increases patient knowledge and satisfaction and reduces hospital readmission for some populations.
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.
A systematic review and thematic synthesis following Braun and Clarke’s method.
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.
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.
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.