Teach Back Research Articles

Comparison of the effect of self-care education with two methods, teach-back and smartphone application, on the adherence to treatment in patients with inflammatory bowel disease.

Self-care is one of the basic principles in the management of chronic diseases, which influences follow-up and adherence to treatment. Therefore, the current study was conducted with the aim of comparing the effect of teach-back (TB) and a smartphone application on adherence to treatment in patients with inflammatory bowel disease (IBD). The current clinical trial was conducted among 80 patients with IBD in Mashhad, Iran, in 2021-2022. Self-care education (diet, personal and social relationships, medications, sleep, physical activity, sexual relationships, etc.) was provided through TB method in one group and by using a smartphone application in another group. The control group only received the routine education. A checklist for demographic information and the adherence questionnaire in patients with chronic diseases were used for data collection. Patients' mean age was 38.73 ± 10.32 years. The majority of patients had ulcerative colitis (81%) and were married (67%). Mean and standard deviation score of adherence to treatment were the same in all three groups before the intervention (P = 0.668). The mean post-test scores of adherence to treatment in the TB, application, and control groups were 170.04 ± 14.19, 167.99 ± 11.59, and 159.60 ± 10.94, respectively. The difference was statistically significant (P = 0.003). A significant difference was observed in regards to the mean post-test scores of adherence to treatment between TB and control groups (P = 0.004) and app and control groups (P = 0.048). However, the difference between TB and app groups was not significant (P = 0.989). TB method and smartphone application have the same effect on adherence to treatment in patients with IBD. Due to the usability and cost-effectiveness of smartphone applications, this method can be used by health-care providers to educate this group of patients.

The effect of nurse health literacy interventions on patient health literacy scores in specialty consultations: a quasi-experimental study

BackgroundPatient health literacy (HL) affects health and wellbeing on both individual and population levels. The ability to receive, understand, manage and act upon health information can be positively influenced by nurses’ use of HL strategies. This study examined the relationship between nurses’ use of a HL checklist (intervention) and before and after patient HL scores, and the effects of frequency and types of strategies used in specialty consultations in Spain.MethodsThis quasi-experimental, non-randomized study used the HLS19-Q12 to calculate HL scores for 149 patients. Calculations were performed both before and after a nursing intervention that consisted of using a HL checklist. Paired samples t-test assessed the difference between patient HL scores pre- and post-nurse intervention. Frequency analysis and Pearson correlation where used to examine frequencies of nursing HL strategies used and associations with HL scores.ResultsThe mean difference between the HLS19-Q12 scores before and after intervention was − 9.94, with a standard deviation of 11.50. There was a statistically significant effect of the intervention on HL score (t = -10.00, p < 0.001). No participant had HL classified as ‘inadequate’ after the nursing intervention. Verbal teach back method was the most frequent strategy used by nurses, and the use of a computer image was the most frequent visual aid.ConclusionsThe use of a standardized HL intervention by nurses was shown to have a positive effect on patient general HL scores in specialty consultations in Spain. These results not only suggest that the use of a HL checklist can be an effective HL tool, but also reinforce the potential of nurses to make a positive impact on both individual and population health. Overall, these findings provide data that can be used by health systems, hospitals management, and nurse education programs to adopt strategies to improve patient HL and health outcomes, while potentially lowering costs and ineffective resource utilization related to inadequate HL.

An updated comparative analysis of needs and role of patient navigation among early phase cancer clinical trial participants and non-participants at a single cancer center.

237 Background: Early phase clinical trials (EPCTs) assess the safety and toxicity of novel anticancer agents and represent opportunities for patients (pts) to try novel therapies when standard therapies have become ineffective. However, EPCT participants represent a vulnerable population with high financial toxicity and symptom burdens. EPCTs may add to these burdens by requiring frequent, long visits and additional procedures. Pt navigators perform needs assessments and provide guidance to pts as they move through the health care system. Navigation, which has a high level of acceptance among pts with cancer, can improve time from diagnosis to treatment, decrease pt anxiety, and improve participation of minoritized individuals in clinical trials. We hypothesized that EPCT participants would have higher navigation needs than those of non-EPCT participants with cancer. Methods: Utilizing a needs assessment conducted in person or by telephone, pts with cancer treated at Mount Sinai are assessed for 26 individual and systemic social drivers of health (SDoH) barriers by pt navigators at their trial screening visit. EPCT participants were defined as pts participating in a study in the Early Phase Trials Unit. Descriptive characteristics were assessed for all participants regarding demographic characteristics and SDoH barriers. Welch's T-test was used to compare differences in navigation encounters and SDoH barriers between the EPCT and non-EPCT pt groups. Results: From February 2023 to April 2024, 40 EPCT pts and 1290 non-EPCT pts completed the assessment. Median age was 60.5 and 63.1 years, respectively. Racial and ethnic self-identification included 17.5% vs. 19% Black pts and 10% vs. 17% Hispanic pts. EPCT pts had a mean 5.2 navigation encounters per pt compared to 3.05 in non-EPCT pts (p=0.002). Pts in the EPCT group were found to have an average of 2.8 SDoH barriers identified, in contrast to 2.0 in the non-EPCT group (p=0.002). The most common barriers identified in EPCT pts were institutional, knowledge, psychosocial and financial; in non-EPCT pts, transportation, institutional, knowledge and treatment adherence were most common. Interventions related to institutional barriers most frequently involved coordinating with the primary team and among departments. Interventions related to knowledge included providing education and teach back. Conclusions: EPCT pts had more SDoH barriers identified, higher acuity of barriers, and required more navigation encounters than non-EPCT pts. Participants in EPCTs are a vulnerable pt population for whom navigation is particularly warranted. EPCT pts Non-EPCT pts p value Navigation encounters, mean (SD) 5.20 (6.16) 3.05 (4.34) 0.002 SDoH barriers identified, mean (SD) 2.82 (1.83) 2.00 (1.66) 0.002

Lighting a fire. A letter written by Tito Designori about bringing teaching back to management education

Lighting a fire. A letter written by Tito Designori about bringing teaching back to management education

Systematic review of contemporary interventions for improving discharge support and transitions of care from the patient experience perspective.

To synthesize the impact of improvement interventions related to care coordination, discharge support and care transitions on patient experience measures. Systematic review. Searches were completed in six scientific databases, five specialty journals, and through snowballing. Eligibility included studies published in English (2015-2023) focused on improving care coordination, discharge support, or transitional care assessed by standardized patient experience measures as a primary outcome. Two independent reviewers made eligibility decisions and performed quality appraisals. Of 1240 papers initially screened, 16 were included. Seven studies focused on care coordination activities, including three randomized controlled trials [RCTs]. These studies used enhanced supports such as improvement coaching or tailoring for vulnerable populations within Patient-Centered Medical Homes or other primary care sites. Intervention effectiveness was mixed or neutral relative to standard or models of care or simpler supports (e.g., improvement tool). Eight studies, including three RCTs, focused on enhanced discharge support, including patient education (e.g., teach back) and telephone follow-up; mixed or neutral results on the patient experience were also found and with more substantive risks of bias. One pragmatic trial on a transitional care intervention, using a navigator support, found significant changes only for the subset of uninsured patients and in one patient experience outcome, and had challenges with implementation fidelity. Enhanced supports for improving care coordination, discharge education, and post-discharge follow-up had mixed or neutral effectiveness for improving the patient experience with care, compared to standard care or simpler improvement approaches. There is a need to advance the body of evidence on how to improve the patient experience with discharge support and transitional approaches.

Health Literacy in Pediatric Consultations on Allergy Prevention.

The first 3 years of life offer an opportunity to prevent allergic diseases. Pediatricians are an important source of health information for parents. However, a certain degree of health literacy is necessary to understand, appraise, and apply preventive behavior, which can be supported by health literacy (HL) sensitive consultations and a HL friendly environment. In this study, we want to shed light on how pediatricians in outpatient care in Germany advise on early childhood allergy prevention (ECAP) and how they consider parental HL. We conducted 19 semi-standardized telephone interviews with pediatricians from North-Rhine-Westphalia and Bavaria. The interviews were audio-recorded, transcribed, pseudonymized, and subjected to content analysis. Current ECAP recommendations were well known among our sample. Despite the shift of evidence from avoidance of allergens toward early exposure, providing advice on ECAP was considered non-controversial and it was widely assumed that recommendations were easy to understand and apply for parents. However, ECAP was treated as an implicit topic resonating among others like infant nutrition and hygiene. Regarding HL, our interview partners were not aware of HL as a concept. However, they deemed it necessary to somehow assess parental information level and ability to understand provided information. Formal HL screening was not applied, but implicit strategies based on intuition and experience. Concerning effective HL-sensitive communication techniques, interviewees named the adaptation of language and visual support of explanations. More advanced techniques like Teach Back were considered too time-consuming. Medical assistants were considered important in providing an HL-sensitive environment. Time constraints and the high amount of information were considered major barriers regarding HL-sensitive ECAP counseling. It seems warranted to enhance professional education and training for pediatricians in HL and HL-sensitive communication, to reach all parents with HL-sensitive ECAP counseling. [HLRP: Health Literacy Research and Practice. 2024;8(2):e47-e61.].

Use and Utility of Patient After-Visit Instructions at a University Rheumatology Outpatient Clinic: Status and Randomized Prospective Pilot Intervention Study.

The aim of this study was to evaluate the use of after-visit instructions (AVIs) in an academic rheumatology clinic and assess the impact of standardized AVIs (sAVIs) and teach-back (TB) on comprehension of health information. A retrospective review of adult patients seen between October 1 and 8, 2021, at the rheumatology clinic collected data on patient demographics, clinical features, and the presence, content, and readability of AVIs. During a subsequent prospective proof-of-concept study, routinely scheduled patients seen at the rheumatology clinic were randomized into three groups: control (received standard of care), received sAVIs only, and received sAVIs plus TB. Patients completed a health literacy questionnaire, satisfaction survey, and a one- to two-week postvisit telephone survey to assess AVI comprehension. Out of 316 retrospective patient visits, 82 (25.9%) received AVIs. Among 210 of 316 patients (66.5%) with management changes, 76 (36.1%) received AVI, with 74.2% of the instructions considered concordant with the provider's note. Use of AVIs was higher with management changes, new patient visits, and medical trainee/teaching clinics. AVIs were written at a median 6.8 grade level. A total of 75 patients completed the prospective study: 31 (41.3%) were in the control group, 19 (25.3%) were in the group that received sAVIs only, and 25 (33.3%) were in the group that received AVIs with TB. There were no differences in overall postvisit survey comprehension/retention scores among the three patient groups evaluated. Although a lack of AVI use was identified, implementation of sAVIs did not appear to impact patient retention or comprehension of discharge health information.

Effect of A Designed Nursing Teach Back Strategy and Individualized Patient’s Self-Care Nutrition on Daily Livings Activity of Heart Failure Patients

Effect of A Designed Nursing Teach Back Strategy and Individualized Patient’s Self-Care Nutrition on Daily Livings Activity of Heart Failure Patients

Health Literacy–Informed Communication to Reduce Discharge Medication Errors in Hospitalized Children

Inadequate communication between caregivers and clinicians at hospital discharge contributes to medication dosing errors in children. Health literacy-informed communication strategies during medication counseling can reduce dosing errors but have not been tested in the pediatric hospital setting. To test a health literacy-informed communication intervention to decrease liquid medication dosing errors compared with standard counseling in hospitalized children. This parallel, randomized clinical trial was performed from June 22, 2021, to August 20, 2022, at a tertiary care, US children's hospital. English- and Spanish-speaking caregivers of hospitalized children 6 years or younger prescribed a new, scheduled liquid medication at discharge were included in the analysis. Permuted block (n = 4) randomization (1:1) to a health literacy-informed discharge medication communication bundle (n = 99) compared with standard counseling (n = 99). A study team member delivered the intervention consisting of a written, pictogram-based medication instruction sheet, teach back (caregivers state information taught), and demonstration of dosing with show back (caregivers show how they would draw the liquid medication in the syringe). Observed dosing errors, assessed using a caregiver-submitted photograph of their child's medication-filled syringe and expressed as the percentage difference from the prescribed dose. Secondary outcomes included caregiver-reported medication knowledge. Outcome measurements were blinded to participant group assignment. Among 198 caregivers randomized (mean [SD] age, 31.4 [6.5] years; 186 women [93.9%]; 36 [18.2%] Hispanic or Latino and 158 [79.8%] White), the primary outcome was available for 151 (76.3%). The observed mean (SD) percentage dosing error was 1.0% (2.2 percentage points) among the intervention group and 3.3% (5.1 percentage points) among the standard counseling group (absolute difference, 2.3 [95% CI, 1.0-3.6] percentage points; P < .001). Twenty-four of 79 caregivers in the intervention group (30.4%) measured an incorrect dose compared with 39 of 72 (54.2%) in the standard counseling group (P = .003). The intervention enhanced caregiver-reported medication knowledge compared with the standard counseling group for medication dose (71 of 76 [93.4%] vs 55 of 69 [79.7%]; P = .03), duration of administration (65 of 76 [85.5%] vs 49 of 69 [71.0%]; P = .04), and correct reporting of 2 or more medication adverse effects (60 of 76 [78.9%] vs 13 of 69 [18.8%]; P < .001). There were no differences in knowledge of medication name, indication, frequency, or storage. A health literacy-informed discharge medication communication bundle reduced home liquid medication administration errors and enhanced caregiver medication knowledge compared with standard counseling. Routine use of these standardized strategies can promote patient safety following hospital discharge. ClinicalTrials.gov Identifier: NCT05143047.

Abstract A016: Reducing the growing disparity of colorectal cancer screening among underserved populations in rural health clinics: The PRIME-CRC trial

Abstract Introduction: Colorectal cancer (CRC), the third leading cause of cancer death in the United States, can be significantly reduced if it is detected early. Although overall CRC screening rates have increased significantly, disparities persist among low-income individuals, adults with low literacy and those living in rural areas. These groups all have screening completion rates below 50%. Purpose of Study: To assess the effectiveness of a patient-centered, shared decision making, health literacy strategy to promote longer-term adherence to colorectal cancer (CRC) screening in resource-limited, rural health clinics via colonoscopy or annual fecal immunochemical test (FIT). Methods Used: A two-arm randomized control trial implemented in 6 rural community clinics. Clinics reported CRC baseline screening rates of 17% to 38%. Eligible patients, age 45-75, who were not up to date on CRC screening were recruited. Clinic based RAs screened and consented patients. They collected baseline data and then recommended screening and gave brief literacy and culturally appropriate education using a pamphlet developed by the authors (4th grade level). The RA used shared decision-making techniques to aid patients in selecting the test they prefer and that met their needs – colonoscopy or FIT. All patients who selected the FIT kit were given simplified instructions (3rd grade level) and a demonstration of how to use it and those who chose colonoscopy were given simplified colonoscopy prep instructions and had a referral made to GI clinic. Patients were randomized into intervention (INT) arm or enhanced usual care (EUC) arm. Those in INT who selected the FIT (and had not returned it) at 4, 8 and 12 weeks received an automated follow-up call or text from a provider at their clinic using plain language and motivational messages encouraging patients to complete the FIT (colonoscopy INT patients received reminder calls prior to appointment to remind them about prepping for procedure and their appointment). Summary of Results: 734 patients have been enrolled to date: 361 in INT arm and 373 in EUC arm; 64.1% are African American, 60.3% women; 38% have limited literacy; 71.8% highest level of education completed was high school or less; only 5.6% have annual incomes &amp;gt; $50,000. 72.4% of patients had heard of tests to screen for CRC and 75.4% had a doctor or nurse recommend screening for CRC in the past. With regard to screening tests, 5.6% of patients have chosen a colonoscopy and 94.4% have selected a FIT. Screening to date in Year 1: 56.0% completed screening by FIT in INT arm versus 54.2% in EUC arm; only 20% have completed screening by colonoscopy to date. Conclusions: Simplified instructions accompanied by a face-to-face demonstration of FIT, use of “teach back” to confirm understanding with a follow-up automated text message or call if needed, facilitated completion rates of all patients, particularly those with limited literacy. This has not been effective to date with colonoscopy. Citation Format: Connie L. Arnold, Joseph Dean, James Morris, Elise Reed, Laura Curtis, Terry Davis. Reducing the growing disparity of colorectal cancer screening among underserved populations in rural health clinics: The PRIME-CRC trial [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A016.

A Refined Teach-back Observation Tool: Validity Evidence in a Pediatric Setting.

Teach Back (TB) is recommended to assess and ensure patient understanding, thereby promoting safety, quality, and equity. There are many TB trainings, typically lacking assessment tools with validity evidence. We used a pediatric resident competency-based communication curriculum to develop initial validity evidence and refinement recommendations for a Teach-back Observation Tool (T-BOT). This study aimed to develop initial validity evidence for a refined T-BOT and provide guidance for further enhancements to improve essential TB skills training among pediatric residents. After an interactive health literacy (HL) training, residents participated in recorded standardized patient (SP) encounters. Raters developed T-BOT scoring criteria, then scored a gold standard TB video and resident SP encounters. For agreement, Fleiss' Kappa was computed for >2 raters, and Cohen's Kappa for two raters. Percent agreement and intraclass correlation (ICC) were calculated. Statistics were calculated for gold standard (GS) and TB items overall for all six raters, and for five faculty raters. Agreement was based on Kappa: no agreement (≤0), none to slight (0.01-0.20), fair (0.21-0.40), moderate (0.41-0.60), substantial (0.61-0.80), almost perfect (0.81-1.00). For six raters, Kappa for the GS was 0.554 (moderate agreement) with 71.4% agreement; ICC = .597; for SP encounters, it was 0.637 (substantial) with 65.4% agreement; ICC = .647. Individual item agreement for SP encounters average was 0.605 (moderate), ranging from 0.142 (slight) to 1 (perfect). For five faculty raters, Kappa for the GS was 0.779 (substantial) with 85.7% agreement; ICC = .824; for resident SP encounters, it was 0.751 (substantial), with 76.9% agreement; ICC = .759. Individual item agreement on SP encounters average was 0.718 (substantial), ranging from 0.156 (slight) to 1 (perfect). We provide initial validity evidence for a modified T-BOT and recommendations for improvement. With further refinements to increase validity evidence, accompanied by shared understanding of TB and rating criteria, the T-BOT may be useful in strengthening approaches to teaching and improving essential TB skills among health care team members, thereby increasing organizational HL and improving outcomes. [HLRP: Health Literacy Research and Practice. 2023;7(4):e187-e196.].

Pediatric Resident Communication of Hospital Discharge Instructions.

Suboptimal provider-parent communication contributes to poor parent comprehension of pediatric discharge instructions, which can lead to adverse outcomes. Residency is a critical window to acquire and learn to utilize key communication skills, potentially supported by formal training programs or visual reminders. Few studies have examined resident counseling practices or predictors of counseling quality. Our objectives were to (1) examine pediatric resident counseling practices and (2) determine how formal training and presence of discharge templates with domain-specific prompts are associated with counseling. We conducted a cross-sectional survey of a convenience sample of residents in the American Academy of Pediatrics Section on Pediatric Trainees. Outcomes included resident self-report of frequency of (1) counseling in domains of care and (2) use of health literacy-informed counseling strategies (pictures, demonstration, Teach Back, Show Back) (6-point scales; frequent = often/usually/always). Predictor variables were (1) formal discharge-related training (e.g., lectures) and (2) hospital discharge instruction template with space for individual domains. Logistic regression analyses, utilizing generalized estimating equations when appropriate to account for multiple domains (adjusting for resident gender, postgraduate year), were performed. Few residents (N = 317) (13.9%) reported formal training. Over 25% of residents infrequently counsel on side effects, diagnosis, and restrictions. Resident reported use of communication strategies was infrequent: drawing pictures (24.1%), demonstration (15.8%), Teach Back (36.8%), Show Back (11.4%). Designated spaces in instruction templates for individual domains were associated with frequent domain-specific counseling (adjusted odds ratio [aOR] 4.1 [95% confidence interval: 3.5-4.8]). Formal training was associated with frequent Teach Back (aOR 2.6 [1.4-5.1]) and Show Back (aOR 2.7 [1.2-6.2]). Lack of formal training and designated space for domain-specific instructions are associated with suboptimal counseling at discharge by pediatric residents. Future research should focus on determining the best mechanisms for teaching trainees communication skills and optimizing written instruction templates to support verbal counseling. [HLRP: Health Literacy Research and Practice. 2023;7(4):e178-e186.].

Impact of clinical pharmacist led theory-based discharge counselling service on clinical outcomes of patients with acute coronary syndrome: preliminary results of a randomized controlled study

Abstract Funding Acknowledgements: Type of funding sources: None. It is aimed to evaluate impact of clinical pharmacist-led theory-based discharge counselling service on hospital readmission and medication adherence of patients with acute coronary syndrome. In this prospective parallel randomized controlled study, adult patients who were hospitalized due to acute coronary syndrome in the cardiology clinic of tertiary university hospital was recruited between January 15 and June 15, 2021. The patients were assigned by permutated block randomization into the control group or study group that received clinical pharmacist-led theory-based discharge counselling service. The clinical pharmacist, within the scope of discharge counselling services, provided medication reconciliation, medication review, individually prepared patient medicine (pill) card, patient education (based on Health Belief Model by using written material and video, and counseling (based on Health Belief Model by using written material and video, and verbally [by using Teach back method especially for patients with low health literacy]) and counseling (using behavior change techniques based on The Capability, Opportunity, and Motivation Behavior [COM-B] model) and telephone follow-up within 12 months. The control group received usual care. According to preliminary results of this study, in the control group 30-day readmission rate was higher than study group (%5.7 vs %0.0, respectively; p = 0.06). In control group nonadherence rate (%10.3) was higher than study group (%1.2) within 30 days of discharge (p&amp;lt;0.05). The early findings of our study demonstrated theory-based patient counselling service had positive impact on medication adherence and clinical outcomes in patients with acute coronary syndrome.

Teach Back Based Self-Care Program: Effect on Postpartum Health-Related Quality of Life among Primiparous Women

Teach Back Based Self-Care Program: Effect on Postpartum Health-Related Quality of Life among Primiparous Women

Effectiveness of Teach Back Method on Knowledge and Practice regarding Hand washing among students of selected school

Introduction: Good hand hygiene is one of the most critical control strategies in outbreak management. Hand hygiene is defined as any method that removes or destroys microorganisms on hands. It is well-documented that the most important measure for preventing the spread of pathogens is effective hand washing. School going children are spending more time in school and they are in close contact with each other, sharing school materials everything from chairs to the desk, to crayons, to germs, and touching their faces. Thus the investigator intended to conduct the study to assess the knowledge and practice regarding hand washing technique among students studying in selected school. Material and Methods: A pre experimental one group pre-test post-test research design was used to assess the effectiveness of teach back method on knowledge and practice regarding hand washing among V to VII standard students of selected school. Total 60 school children’s were selected by probability simple random sampling technique. Findings: The result of the study revealed that the pre- test and post- test mean score of knowledge on hand washing technique, in the post- test score was (14.97±3.84) where in pre – test the score was (7.86±2.34) and post- test mean score of practice on hand washing technique. In post-test score was ((9.13±1.77)) where in pre-test score was ((4.76±0.84)). It indicates that students able to perform hand washing technique and it shows that teach back method is effective in improving hand washing techniques of students. Conclusion: the findings of the present study indicated regarding hand washing technique among school children’s, shows that knowledge on hand washing technique is good among school children’s of selected school. It indicates that the teach back method is effective in improving the knowledge level of school children’s of selected school. It should be emphasis that having teach back session with school students on hand washing practice improves their knowledge and practice.

Abstract P1-08-08: Approach to Prevention and Management of Chemotherapy Toxicities in a Interprofessional Education Program

Abstract Background: Interprofessional collaboration and team-based care in oncology has become increasingly important given the complexity of new therapies and their associated side effect profiles. It has been demonstrated that clear and thorough communication improves patient satisfaction and patient adherence. Previously, students described a deficit of adequate oncology education in their curriculum. Incorporating learners from different educational disciplines to care for oncology patients in a breast clinic is an innovative idea that has not been previously published. Objectives: This study will evaluate patient satisfaction and learners’ competencies and confidence after an interprofessional education collaboration aimed at enhancing chemotherapy education and toxicity management. Methods: A single center study was conducted at the University of Maryland Greenebaum Comprehensive Cancer Center (UMGCCC) from August 2020 through April 2021. Patient population was adults receiving chemotherapy for breast cancer. Learner population was medical and pharmacy students and residents. Learners received a brief educational orientation and then completed education and assessment sessions with patients. Sessions were prior to first chemotherapy, 2-4 days after chemotherapy, and then 1-3 days prior to next cycle of chemotherapy. Surveys of satisfaction and competencies were prospective but chart review for symptoms and interventions were retrospective. Results: 20 learners and 9 patients participated in the experience. Median of 4 encounters per patient were completed. 79 chemotherapy issues/toxicities were identified with 11 (14%) interfering in daily activities. 47 interventions were made and improvement was seen in 44 (56%) problems. Patient survey revealed that all 9 patients (100%) reported they were completely satisfied with education aimed at understanding side effects. One patient reported they were somewhat satisfied with understanding how to use their medication correctly and safely while the other 8 reported very satisfied (89%). Learners self-assessment tool revealed improvement in confidence in teach back (p=0.002) and interprofessional education competencies (p=0.01). Discussion: Incorporating medical and pharmacy learners in interprofessional care can help patients understand their treatment and help in management of toxicity. Limitations of the experience included faculty’s involvement in the discussions and interventions may overestimate the contribution of learners. In addition, the retrospective nature of the chart review may underestimate the symptoms for patients and overestimate the proportion of problems that were improved. Citation Format: Alison Duffy, Drashti Vasaiwala, Ciera Bernhardi, Justin Lawson, Paula Rosenblatt. Approach to Prevention and Management of Chemotherapy Toxicities in a Interprofessional Education Program [abstract]. In: Proceedings of the 2022 San Antonio Breast Cancer Symposium; 2022 Dec 6-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2023;83(5 Suppl):Abstract nr P1-08-08.

The Use of Teach Back at Hospital Discharge to Support Self-Management of Prescribed Medication for Secondary Prevention after Stroke-Findings from A Feasibility Study.

The study aimed to investigate whether a structured discharge letter and the use of the person-centred communication method Teach Back for sharing information at hospital discharge could support perceived understanding and knowledge of and adherence to prescribed medication for secondary prevention after stroke. Data from a feasibility study of a codesigned care transition support for people with stroke was used. Patients who at discharge received both a structured discharge letter and participated in the person-centred communication method Teach Back (n = 17) were compared with patients receiving standard discharge procedures (n = 21). Questionnaires were used to compare the groups regarding perceived understanding of information about medical treatment, knowledge of information about medical treatment and medication adherence at 1 week and 3 months. There was a statistically significant difference in perceived understanding of information about medical treatment (p > 0.01) between the groups in favour of those who participated in Teach Back at the discharge encounter. No differences between groups were found regarding understanding health information about medical treatment and medication adherence. The results indicate that the use of Teach Back at the discharge encounter positively impacts perceived understanding of information about medical treatment in people with stroke. However, considering the nonrandomised study design and the small sample size, a large-scale trial is needed.

Evaluation of the Effect of Self-Management Education in Teach Back Method on Medication and Nutritional Adherence of Elderly Patients with Type 2 Diabetes

Introduction: Medication and nutritional adherence include accurate consumption of medication and following the diet according to the recommendations provided by healthcare personnel, which leads to maintaining and promoting the health of the elderly. The present study aimed to evaluate the effect of teach-back self-management training on medication and nutritional adherence of the elderly with type 2 diabetes in the selected comprehensive health service centers in Mashhad, Iran. Method: This experimental study was conducted on 104 type 2 diabetic patients who were randomly divided into intervention and control groups. In the intervention group, self-management training was provided by return training method, and in the control group, routine training was provided. To collect data, the Moriski medication adherence questionnaire and the Midas dietry compliance questionnaire were completed before and after the intervention. Data analysis was performed using SPSS statistical software (version 20), and Chi-square, Fisher, independent t-test, and paired t-test. Results: Based on the findings of the present research, the mean scores of the medication and nutritional adherence in the two groups before the intervention were not significantly different (P&lt;0.05). However, after the intervention, medication and nutritional adherence of the intervention group was significantly increased compared to the control group (P&lt;0.05). Conclusion: The use of teach-back self-management training is suggested as an effective method in increasing medication and nutritional adherence of the elderly with type 2 diabetes

Knowledge Transfer: How to use teach-back for effective communication

Here’s how it works: After you explain something important, ask your child to repeat what you’ve told them in their words—to “teach back.” Inevitably, you’ll learn something about what they‘ve heard or what you could have explained better.

Development, implementation, and evaluation of Teach Back curriculum for community health workers.

Teach Back is a commonly used communication method to improve patient understanding and retention of health information. The method has been shown to be effective in improving patient and healthcare system outcomes, including patient health literacy and hospital readmissions. Community health workers (CHWs) are frontline healthcare workers who can help address patient health and social needs associated with hospital readmissions. However, a gap exists in Teach Back curricula and training methods reflecting the scope of work for CHWs. The objective of this training was to provide CHWs with didactic information and skill building practice curriculum focused on the integration of Teach Back into clinical patient interactions, care coordination, and follow-up support. A multidisciplinary team of academic and clinical partners at a large academic health university developed, implemented, and evaluated a 3-week pilot Teach Back training with CHWs through a quality improvement approach. The CHWs reported overall satisfaction with the training and instructors. The academic clinical partnership allowed the training to be tailored to the daily clinical workflow as reflected in the CHWs agreement that the training was relevant and practical. With the repeated exposure to Teach Back each week, the CHWs also reported an increase in confidence and conviction in using Teach Back. Additional implementation and evaluation of the training curriculum for CHWs is needed to gain further insights into Teach Back and training best practices and translation into practice.