Programmaleider Zorg en Participatie bij Chronische aandoeningen; bijzonder hoogleraar 'Farmaceutisch zorgonderzoek', Rijksuniversiteit Groningen
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The teach-back method and comprehensible prescription label instructions: effects on initiation of chronic medication.
Janssen, R.A., Kappert, I., Hogervorst, S., Mestre-Viver, M., Koster, E.S., Heerdink, E.R., Dijk, L. van, Borgsteede, S.D. The teach-back method and comprehensible prescription label instructions: effects on initiation of chronic medication. International Journal of Clinical Pharmacy: 2023, 45, p. 268. 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
Adherence to chronic medication is often poor in patients with limited health literacy. The teach-back method and comprehensible prescription label instructions are interventions to improve medication adherence in this population, however they are rarely implemented in daily pharmacy practice.
Aim
To investigate effectiveness of the teach-back method used during pharmacy encounters and comprehensible prescription label instructions on initiation of chronic medication in a Dutch low health
literate real world setting.
Methods
Patients of 18 years and over were selected at first dispense of chronic medication. The intervention group received both interventions, whereas the control group received usual care. Successful
initiation of chronic medication was determined from pharmacy records and defined as picking up a second prescription within 30 days of the theoretical end date of the first prescription.
Results
The intervention group contained 158 first dispenses, vs control group contained 72 first dispenses. No significant difference on successful initiation was found between the intervention group and the control group (73% vs 74%, odds ratio = 0.96 (95%Ci 0.51–1.80).
Discussion
To focus on effectiveness we could increase the number of participants and extend the period of data collection.
Conclusion
This study did not show a significant effect of the teachback method and the comprehensible prescription label instructions on persistence in the selected low literate area population.
Introduction
Adherence to chronic medication is often poor in patients with limited health literacy. The teach-back method and comprehensible prescription label instructions are interventions to improve medication adherence in this population, however they are rarely implemented in daily pharmacy practice.
Aim
To investigate effectiveness of the teach-back method used during pharmacy encounters and comprehensible prescription label instructions on initiation of chronic medication in a Dutch low health
literate real world setting.
Methods
Patients of 18 years and over were selected at first dispense of chronic medication. The intervention group received both interventions, whereas the control group received usual care. Successful
initiation of chronic medication was determined from pharmacy records and defined as picking up a second prescription within 30 days of the theoretical end date of the first prescription.
Results
The intervention group contained 158 first dispenses, vs control group contained 72 first dispenses. No significant difference on successful initiation was found between the intervention group and the control group (73% vs 74%, odds ratio = 0.96 (95%Ci 0.51–1.80).
Discussion
To focus on effectiveness we could increase the number of participants and extend the period of data collection.
Conclusion
This study did not show a significant effect of the teachback method and the comprehensible prescription label instructions on persistence in the selected low literate area population.
ABSTRACT:
Introduction
Adherence to chronic medication is often poor in patients with limited health literacy. The teach-back method and comprehensible prescription label instructions are interventions to improve medication adherence in this population, however they are rarely implemented in daily pharmacy practice.
Aim
To investigate effectiveness of the teach-back method used during pharmacy encounters and comprehensible prescription label instructions on initiation of chronic medication in a Dutch low health
literate real world setting.
Methods
Patients of 18 years and over were selected at first dispense of chronic medication. The intervention group received both interventions, whereas the control group received usual care. Successful
initiation of chronic medication was determined from pharmacy records and defined as picking up a second prescription within 30 days of the theoretical end date of the first prescription.
Results
The intervention group contained 158 first dispenses, vs control group contained 72 first dispenses. No significant difference on successful initiation was found between the intervention group and the control group (73% vs 74%, odds ratio = 0.96 (95%Ci 0.51–1.80).
Discussion
To focus on effectiveness we could increase the number of participants and extend the period of data collection.
Conclusion
This study did not show a significant effect of the teachback method and the comprehensible prescription label instructions on persistence in the selected low literate area population.
Introduction
Adherence to chronic medication is often poor in patients with limited health literacy. The teach-back method and comprehensible prescription label instructions are interventions to improve medication adherence in this population, however they are rarely implemented in daily pharmacy practice.
Aim
To investigate effectiveness of the teach-back method used during pharmacy encounters and comprehensible prescription label instructions on initiation of chronic medication in a Dutch low health
literate real world setting.
Methods
Patients of 18 years and over were selected at first dispense of chronic medication. The intervention group received both interventions, whereas the control group received usual care. Successful
initiation of chronic medication was determined from pharmacy records and defined as picking up a second prescription within 30 days of the theoretical end date of the first prescription.
Results
The intervention group contained 158 first dispenses, vs control group contained 72 first dispenses. No significant difference on successful initiation was found between the intervention group and the control group (73% vs 74%, odds ratio = 0.96 (95%Ci 0.51–1.80).
Discussion
To focus on effectiveness we could increase the number of participants and extend the period of data collection.
Conclusion
This study did not show a significant effect of the teachback method and the comprehensible prescription label instructions on persistence in the selected low literate area population.