"Like a dialogue": Teach-back in the XXXX .

@entity1 @entity341
OBJECTIVE: Teach-back may improve communication, but has not been well studied in the emergency setting. The goal of this study was to characterize perceptions of teach-back in the @entity341 ( @entity341 ) by health literacy. METHODS: We conducted an in-depth interview study on the @entity341 discharge process examining teach-back techniques in two tertiary care centers (adult and pediatric), using asthma as a model system for health communication. @entity1 were screened for health literacy, and purposive sampling was used to balance the sample between literacy groups. Interviews were conducted until thematic saturation was reached for each literacy group at each site; audiotaped, transcribed, coded, and analyzed using a modified grounded theory approach. RESULTS: Fifty-one interviews were completed (31 parents; 20 @entity1 ). Across all groups, @entity1 felt that teach-back would help them confirm learning, avoid forgetting key information, and improve doctor- @entity1 communication. @entity1 with limited health literacy raised concerns about teach-back being condescending, but suggested techniques for introducing the technique to avoid this perception. CONCLUSION: Most @entity1 were supportive of teach-back techniques, but many were concerned about perceived judgment from providers. PRACTICE IMPLICATIONS: Future investigations should focus on feasibility and efficacy of teach-back in the @entity341 and using @entity1 generated wording to introduce teach-back.
