ArticleInternational journal of emergency medicine2020
The impact of teach-back on patient recall and understanding of discharge information in the emergency department: the Emergency Teach-Back (EM-TeBa) study.
Article in International journal of emergency medicine, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
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Who cites it
15 citing papers in PubMed.
- Patient-Representing Population's Perceptions of GPT-Generated Versus Standard Emergency Department Discharge Instructions: Randomized Blind Survey Assessment.Journal of medical Internet research · 2024Trial
- Hypertension Knowledge and Teach-Back Education at a Student-Led Clinic in a Medically Underserved Community.Journal of community health · 2026Article
- ED-Explain: Personalized Video Instructions for Patients Discharged from the Emergency Department.Pacific Symposium on Biocomputing. Pacific Symposium on Biocomputing · 2026Article
- Enhancing Post-Discharge Care for People Who Have Had an Acute Myocardial Infarction in Portugal: Insights From Patient Journey Mapping.Health expectations : an international journal of public participation in health care and health policy · 2025Article
- Communication and health literacy in pediatric emergency: nursing team's perspective.Revista da Escola de Enfermagem da U S P · 2025Article
- Article
- 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.Saudi journal of gastroenterology : official journal of the Saudi Gastroenterology Association · 2024Article
- Patient, caregiver and professional views on preventable emergency admissions of older patients, a multi-method study in three Dutch hospitals.BMC geriatrics · 2024Article
- Identifying Facilitators and Inhibitors of Shared Understanding: An Ethnography of Diagnosis Communication in Acute Medical Settings.Health expectations : an international journal of public participation in health care and health policy · 2024Article
- Care Partner's Experience with Care Received in the Emergency Department.Convergence : breaking down barriers between disciplines : proceedings of the International Conference on Healthcare Systems Ergonomics and Patient Safety, HEPS2022. HEPS (Conference) (7th : 2022 : Delft, Netherlands) · 2024Article
- Novel Discharge Center for Transition of Care in Vulnerable Emergency Department Treat and Release Patients.Cureus · 2023Article
- Improving patient understanding on discharge from the short stay unit: an integrated human factors and quality improvement approach.BMJ open quality · 2022Article
- Article
- Patient and clinician perceptions of the trauma and acute care surgery hospitalization discharge transition of care: a qualitative study.Trauma surgery & acute care open · 2022Article
- Awareness of diagnosis and treatment plan among patients in the Accident and Emergency Department of a Nigerian tertiary hospital.Nigerian medical journal : journal of the Nigeria Medical AssociationArticle
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPrevious research has demonstrated that patients leaving the emergency department (ED) have poor recall and understanding of their discharge information. The teach-back method is an easy technique that can be used to check, and if necessary correct, inaccurate recall. In our study, we aimed to determine the direct and short-term impact of teach-back as well as feasibility for routine use in the ED.
methodsA prospective cohort study in an urban, non-academic ED was performed which included adult patients who were discharged from the ED with a new medical problem. The control group with the standard discharge was compared to the intervention group using the teach-back method. Recall and comprehension scores were assessed immediately after discharge and 2-4 days afterward by phone, using four standardized questions concerning their diagnosis, treatment, follow-up care, and return precautions.
resultsFour hundred eighty-three patients were included in the study, 239 in the control group, and 244 in the intervention group. Patients receiving teach-back had higher scores on all domains immediately after discharge and on three domains after 2-4 days (6.3% versus 4.5%). After teach-back, the proportion of patients that left the ED with a comprehension deficit declined from 49 to 11.9%. Deficits were most common for return precautions in both groups (41.3% versus 8.1%). Teach-back conversation took 1:39 min, versus an average of 3:11 min for a regular discharge interview.
conclusionTeach-back is an efficient and non-time-consuming method to improve patients' immediate and short-term recall and comprehension of discharge information in the ED.
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