Using Teach-Back to Understand Participant Behavioral Self-Monitoring Skills Across Health Literacy Level and Behavioral Condition

Abstract

Objective To assess differences, by health literacy status and behavioral condition, in participants’ abilities to accurately self-monitor behaviors and recall key behavioral messages using data from a teach-back call. Design Cross-sectional. Setting Rural, southwestern Virginia. Participants Adults (n=301). Majority (81.1%) were female, 31.9% had ≤high school education, 66.1% earned <$25,000 per year, and 32.9% were low health literate. Intervention First class session of two community-based behavioral interventions: SIPsmartER (reduce sugar sweetened beverage intake) or MoveMore (increase physical activity). Main Outcome Measures Reported accuracy of behavioral diary completion, proportion of behavioral messages recalled during the first round of teach-back, and rounds of teach-back. Analysis Descriptive statistics and GLM. Results Low health literate participants were significantly less accurate in diary completion (P<.001), recalled fewer behavioral messages correctly (P<.001), and needed more rounds of teach-back (P<.001) than high health literate participants. Compared to SIPsmartER participants, MoveMore participants more accurately completed diaries (P=.001), but recalled a lower proportion of behavioral messages correctly (P<.001) and required more rounds of teach-back Conclusions and Implications Health literacy status and behavioral target impact ability to self-monitor and recall key concepts. Researchers should consider using teach-back early in the intervention to assess and reinforce participants’ ability to self-monitor.

How do patients and carers make sense of renal dietary advice? A qualitative exploration

“…) during education sessions to evaluate recall, and to ascertain understanding of important or complex concepts (Gibbs & Chapman‐Novakofski ; Negarandeh et al . ; Dantic ; Porter et al ; Gibbs ). Other strategies to address health literacy related barriers, include using plain language for all verbal and written communications, which will assist with patient empowerment (Loukanova et al .…”

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Primary care interventions to reduce childhood obesity and sugar‐sweetened beverage consumption: Food for thought for oral health professionals

“…Our review contained 11 articles demonstrating that electronic health systems and office‐based practice tools improve care and communication for PCPs addressing childhood obesity (Table ) . Shaikh et al documented that adoption of electronic provider prompts and reminders in a teaching clinic resulted in a significant increase in diagnosis and follow‐up for overweight and obese pediatric patients .…”

Predicting sugar-sweetened behaviours with theory of planned behaviour constructs: Outcome and process results from the SIPsmartER behavioural intervention

“…A teach-back call was delivered approximately one week following the first class (Porter et al, 2016). Using a structured script, research assistants asked participants to teach-back key concepts from the first class, to explain how they tracked their behaviours and calculated weekly averages.…”