teach back

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teach back

, teach-back, teachback
A method to ensure and improve a patient's understanding of his or her condition, diagnosis, medical regimen, prognosis, or treatment plan.

Patient care

After the health care provider relays disease-specific information, he or she asks the patient, caregivers, or family members, "Tell me what we've just discussed, " or "Explain to me how to take this medication, ” or “Explain to me how to prepare for surgery, ” or “Tell me whom to call if problems arise, ” etc. Providing the opportunity for teaching back is esp. helpful when assisting patients with limited health literacy to adhere to medical plans and retain complicated information, although it may be useful in other clinical encounters, as when patients are anxious, distracted, hurried, or overwhelmed.

References in periodicals archive ?
Research indicates teachback has a positive effect on patient knowledge, adherence, and self-efficacy (Ha Dinh, Bonner, Clark, Ramsbotham, & Hines 2016).
The HELPix program focuses on using medication instruction sheets and logs, teachback and a standardized dosing instrument for liquid medications.
TeachBack explains the disease and how to take medication, and then the patient explains it back to the provider.
instructional designer may use a teachback interview combined with the
interplay between the two people, however in the teachback interview
Band and chorus meet during the teachback time also.
Interviewing experts includes tutorial interviews, focussed interviews, structured interviews, teachback interviews, etc.
The Content Production Process (CPP) draws upon a variety of theories, constructs, and methods including advance organizers (Ausubel, 1960, 1963, 1968), schema theory (Rumelhart & Norman, 1983; Gordon & Rennie, 1987), script theory (Schank & Abelson, 1977), consultation practices (Davies, 1975; Bratton, 1980, 1983; Rutt, 1985), elicitation procedures in instructional design (Brien & Towle, 1977; Bratton, 1981; Wedman, 1987), knowledge acquisition strategies in constructing expert systems (Neale, 1989; Cohen, 1990), ethnographic and teachback interviewing strategies (Spradley, 1979; Pask, 1975), and knowledge mapping (graphic organizers, concept maps and knowledge maps), (Barron, 1980; Novak & Gowin, 1984; Lambiotte, Dansereau, Cross & Reynolds, 1989).
Declarative knowledge competence was demonstrated by Jane's understanding of the key concepts of conceptualization, unfamiliar content, knowledge map characteristics, and teachback interview concepts.
In spite of the original prediction, interspersing the teachback procedure (Gregory, 1986; Pask, 1975) in the interviews may actually interrupt the SME in the midst of an explanation and prove counterproductive to the overall goal of the elicitation process.