Teach-Back - UW Family Medicine

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Learning Objectives • Describe how the “teach-back” process is a useful strategy to improve communication. • Explain how the “teach-back” process can be taught in short educational sessions. • Provide evidence that supports the use of this actionable intervention that can impact safety and quality outcomes during health care interactions.
<strong>Back</strong>ground and Significance • Health literacy – The ability to read, understand and act on health information • Why does health literacy matter – People with low health literacy have: • Poorer health overall • Higher death rates • More ER visits • Higher healthcare costs • More missed appointments • Literacy skills are a stronger predictor of an individual’s health status than age, income, employment status, education level or racial/ethnic group (Sanders et al., 2009; Villaire & Mayer, 2007; Weiss, 2007)
Page 1: Promoting a Safe Transition from Ho
Page 5 and 6: Background and Significance • Hos
Page 7 and 8: “Teach-Back” Process • Improv
Page 9 and 10: Evidence Based Practice Project •
Page 11 and 12: Methodology • Descriptive pre/pos
Page 13 and 14: Methodology Educational Interventio
Page 15 and 16: Results/Outcomes Theme: Knowing 100
Page 17 and 18: Results/Outcomes Theme: Doing 100%
Page 19 and 20: Results/Outcomes Theme: Valuing •
Page 21 and 22: Conclusions • Educational interve
Page 23 and 24: Implications • “Teach-back” p
Page 25 and 26: References • Burkhart, J. (2008).

Teach-Back - UW Family Medicine

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