Coordinator research program Care Demand of the Chronically Ill and Disabled; honorary professor 'Pharmacy health services research', University of Groningen, the Netherlands
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Use of the teach-back method in patient-provider communication during first dispense counseling in community pharmacies.
Hooijdonk, C.M.J. van, Türkmen, Ö., Mestre Viver, M., Dijk, L. van, Borgsteede, S.D. Use of the teach-back method in patient-provider communication during first dispense counseling in community pharmacies. International Journal of Clinical Pharmacy: 2023, 45, p. 272-273. Abstract of the 26th Annual Meeting of ESPACOMP, the International Society for Medication Adherence, Berlin, Germany, 17–19 November 2022
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ABSTRACT:
Introduction
Written and verbal information is important to support the patient in medication use and adherence. At first dispensing, pharmacies counsel patients how to use their medication and to stimulate initiation. The teach-back method is effective to improve comprehension of information, especially for patients with limited health literacy.
Aim
This study investigates the communication between patient and healthcare-provider when using teach-back during first dispense counseling before initiation of the therapy.
Methods
The teach-back method was implemented in two community pharmacies in a low health literacy setting in Utrecht, the Netherlands. Encounters at first dispensing were audio recorded, transcribed verbatim and quantitively analyzed on content of the encounter and wording of the teach-back. A qualitative analysis was performed on how the teach-back influenced patient-provider interaction.
Results
In total 79 encounters were recorded. Providers most often discussed instructions for use (60%) and dominate the conversations (65% of the words). The teach-back was often formulated as a closed
question and not targeted at a specific part of the medication instructions (e.g., dosage instructions).
Discussion: Although providers dominated the conversations, using teach-back led to patient-provider interaction. Teach-back is a promising start for shared decisions on how to use medication. A common patient-provider responsibility might have positive impact on adherence to initiate new medication.
Conclusion
Pharmacies were able to use teach back during first dispense counseling. Patients had a passive role, with giving instructions about medication as primary focus of professionals.
Introduction
Written and verbal information is important to support the patient in medication use and adherence. At first dispensing, pharmacies counsel patients how to use their medication and to stimulate initiation. The teach-back method is effective to improve comprehension of information, especially for patients with limited health literacy.
Aim
This study investigates the communication between patient and healthcare-provider when using teach-back during first dispense counseling before initiation of the therapy.
Methods
The teach-back method was implemented in two community pharmacies in a low health literacy setting in Utrecht, the Netherlands. Encounters at first dispensing were audio recorded, transcribed verbatim and quantitively analyzed on content of the encounter and wording of the teach-back. A qualitative analysis was performed on how the teach-back influenced patient-provider interaction.
Results
In total 79 encounters were recorded. Providers most often discussed instructions for use (60%) and dominate the conversations (65% of the words). The teach-back was often formulated as a closed
question and not targeted at a specific part of the medication instructions (e.g., dosage instructions).
Discussion: Although providers dominated the conversations, using teach-back led to patient-provider interaction. Teach-back is a promising start for shared decisions on how to use medication. A common patient-provider responsibility might have positive impact on adherence to initiate new medication.
Conclusion
Pharmacies were able to use teach back during first dispense counseling. Patients had a passive role, with giving instructions about medication as primary focus of professionals.
ABSTRACT:
Introduction
Written and verbal information is important to support the patient in medication use and adherence. At first dispensing, pharmacies counsel patients how to use their medication and to stimulate initiation. The teach-back method is effective to improve comprehension of information, especially for patients with limited health literacy.
Aim
This study investigates the communication between patient and healthcare-provider when using teach-back during first dispense counseling before initiation of the therapy.
Methods
The teach-back method was implemented in two community pharmacies in a low health literacy setting in Utrecht, the Netherlands. Encounters at first dispensing were audio recorded, transcribed verbatim and quantitively analyzed on content of the encounter and wording of the teach-back. A qualitative analysis was performed on how the teach-back influenced patient-provider interaction.
Results
In total 79 encounters were recorded. Providers most often discussed instructions for use (60%) and dominate the conversations (65% of the words). The teach-back was often formulated as a closed
question and not targeted at a specific part of the medication instructions (e.g., dosage instructions).
Discussion: Although providers dominated the conversations, using teach-back led to patient-provider interaction. Teach-back is a promising start for shared decisions on how to use medication. A common patient-provider responsibility might have positive impact on adherence to initiate new medication.
Conclusion
Pharmacies were able to use teach back during first dispense counseling. Patients had a passive role, with giving instructions about medication as primary focus of professionals.
Introduction
Written and verbal information is important to support the patient in medication use and adherence. At first dispensing, pharmacies counsel patients how to use their medication and to stimulate initiation. The teach-back method is effective to improve comprehension of information, especially for patients with limited health literacy.
Aim
This study investigates the communication between patient and healthcare-provider when using teach-back during first dispense counseling before initiation of the therapy.
Methods
The teach-back method was implemented in two community pharmacies in a low health literacy setting in Utrecht, the Netherlands. Encounters at first dispensing were audio recorded, transcribed verbatim and quantitively analyzed on content of the encounter and wording of the teach-back. A qualitative analysis was performed on how the teach-back influenced patient-provider interaction.
Results
In total 79 encounters were recorded. Providers most often discussed instructions for use (60%) and dominate the conversations (65% of the words). The teach-back was often formulated as a closed
question and not targeted at a specific part of the medication instructions (e.g., dosage instructions).
Discussion: Although providers dominated the conversations, using teach-back led to patient-provider interaction. Teach-back is a promising start for shared decisions on how to use medication. A common patient-provider responsibility might have positive impact on adherence to initiate new medication.
Conclusion
Pharmacies were able to use teach back during first dispense counseling. Patients had a passive role, with giving instructions about medication as primary focus of professionals.