Patient Education and Counseling最新文献

{"title":"Healthcare SAVVI: Exploring health literacy and parents' experiences in supporting the health of children with intellectual disability","authors":"Thom Nevill ,&nbsp;A. Marie Blackmore ,&nbsp;Jessica Keeley ,&nbsp;Zhenmei Yeap ,&nbsp;Olivia Lindly ,&nbsp;Alice Schippers ,&nbsp;Rachel Collins ,&nbsp;Katherine Langdon ,&nbsp;Jaquie Mills ,&nbsp;Aasta Abbott ,&nbsp;Jenny Downs ,&nbsp;Rachel Skoss","doi":"10.1016/j.pec.2026.109481","DOIUrl":"10.1016/j.pec.2026.109481","url":null,"abstract":"<div><h3>Aim</h3><div>Research on the health literacy of parents with children with intellectual disability is limited. Understanding parents’ healthcare skills and needs is essential for improving children’s health and developing effective support. In this study we aimed to (1) explore the health literacy skills of parents that enabled them to support the health needs of their child with intellectual disability and the factors influencing these skills, and (2) identify opportunities to support parent health literacy.</div></div><div><h3>Methods</h3><div>A qualitative study was carried out using interviews with 24 parents of children and young people with intellectual disability. A directed content analysis was completed, guided by the nine domains included in the Health Literacy Questionnaire.</div></div><div><h3>Results</h3><div>Participants demonstrated strong health literacy skills; however, there was diversity in their strengths and needs across different domains of health literacy. Navigating healthcare systems was the key area where participants faced challenges and required further support. Participants described factors including educational levels, professional expertise, experiences over time, and relationships with healthcare professionals which influenced their health literacy. Opportunities to improve health literacy were identified, addressing parents, healthcare professionals, and healthcare and disability services.</div></div><div><h3>Conclusion</h3><div>Developing and maintaining health literacy is critical to parents supporting the health of children with intellectual disability. These results provide insight into how health literacy interventions can be designed to support parent health literacy.</div></div><div><h3>Practice implications</h3><div>The study provides participants’ recommendations for how healthcare professionals can support parent health literacy. These recommendations relate to the health literacy responsiveness of the professional and service.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"145 ","pages":"Article 109481"},"PeriodicalIF":3.1,"publicationDate":"2026-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Science translation strategies to the public during health emergencies: A systematic review of RCTs","authors":"Melody Taba ,&nbsp;Michael Anthony Fajardo ,&nbsp;Eliza Ferguson ,&nbsp;Rachael Keast ,&nbsp;Jocelyne M. Basseal ,&nbsp;Kirsten McCaffery ,&nbsp;Carissa Bonner","doi":"10.1016/j.pec.2026.109479","DOIUrl":"10.1016/j.pec.2026.109479","url":null,"abstract":"<div><h3>Introduction</h3><div>Effective science translation is essential during public health emergencies. During the COVID-19 pandemic, rapidly evolving research had to be translated to the public under challenging conditions.</div></div><div><h3>Objectives</h3><div>This review aimed to identify randomised trials of COVID-19 science translation strategies targeting the public and evaluated their effectiveness in improving psychological, behavioural and/or health outcomes.</div></div><div><h3>Methods</h3><div>A literature search was done across PubMed, Embase, Scopus, CINAHL, and PsycINFO in July 2023 and November 2024. Studies were screened and extracted according to PRISMA guidelines. Interventions reporting behavioural outcomes were coded using the Behaviour Change Technique (BCT) taxonomy and the Cochrane risk-of-bias tool was used to assess study quality.</div></div><div><h3>Results</h3><div>Of 345 records screened, 48 eligible studies were included. Most were online experiments testing message framing, with a smaller number conducted in applied settings such as health professional–delivered education. Significant positive effects were reported in most studies; 30 out of 40 studies with psychological outcomes (e.g. knowledge), 28 out of 40 studies with behavioural outcomes (e.g. intention to mask). Only one study measured a health outcome, with no significant effect. Effective features commonly included video and animation formats and messages from health experts and credible sources. The most frequent BCTs were ‘information about health consequences’ (33 studies) and ‘credible source’ (19 studies). Risk of bias was low in 42 studies.</div></div><div><h3>Conclusions</h3><div>These findings highlight a diverse range of strategies that improved outcomes during the COVID-19 pandemic. Better use of behavioural science taxonomies and core outcome sets could help researchers advance the field further during future emergencies.</div></div><div><h3>Practice implications</h3><div>This review provides insights for a range of stakeholders involved in science translation during emergencies (i.e. scientists and researchers, healthcare providers, health communicators and government officials) and highlights areas requiring further investigation.</div></div><div><h3>PROSPERO registration number</h3><div>CRD42023446093.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"145 ","pages":"Article 109479"},"PeriodicalIF":3.1,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145999100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toward an understanding of healthcare professionals’ burnout in telehealth: Two literature reviews and an organizing framework","authors":"Michal Biron ,&nbsp;Dana Yagil ,&nbsp;Jennifer Slawotsky","doi":"10.1016/j.pec.2025.109467","DOIUrl":"10.1016/j.pec.2025.109467","url":null,"abstract":"<div><h3>Objective</h3><div>Although numerous studies have identified antecedents of burnout in healthcare professionals (HCPs), these studies mostly focused on traditional, in-person medical contexts. It remains unclear whether these antecedents also manifest in the telehealth context, and what other contributing factors, unique to the latter, should be considered. To address this gap, we sought to extrapolate known antecedents of burnout from the in-person context to the telehealth context.</div></div><div><h3>Methods</h3><div>The research consisted of two literature reviews. We performed an umbrella review to summarize the evidence on antecedents of burnout among HCPs providing in-person care. We then systematically reviewed research on HCPs' experiences working in a telehealth context, to identify characteristics of telehealth that might affect burnout.</div></div><div><h3>Results</h3><div>Synthesis of the two reviews resulted in a variable-level categorization of factors that might affect HCP burnout in telehealth. These factors were further organized into a broader framework, distinguishing among four domains of influence: HCP user, task, technology, and organization.</div></div><div><h3>Conclusion</h3><div>Whereas certain antecedents of HCP burnout likely carry from the in-person context into the telehealth context, the latter introduces additional, unique antecedents of burnout.</div></div><div><h3>Practice implications</h3><div>The organizing framework can help to guide assignment decisions and training programs of HCPs.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"145 ","pages":"Article 109467"},"PeriodicalIF":3.1,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How do physiotherapists include patients’ perspectives into their decision making – cross-sectional study using the Four Habit Coding Scheme","authors":"Sijmen Hacquebord ,&nbsp;Philip van der Wees ,&nbsp;Jorn Veenstra ,&nbsp;Veerle Siebinga ,&nbsp;Edward Krupat ,&nbsp;Henri Kiers ,&nbsp;Thomas J. Hoogeboom","doi":"10.1016/j.pec.2026.109478","DOIUrl":"10.1016/j.pec.2026.109478","url":null,"abstract":"<div><h3>Objectives</h3><div>Patient-centered communication together with evidence-based practice is seen as the underlying pillars of shared decision making (SDM). However, the application of patient-centered communication in physiotherapy practice has not yet been studied from an observer-based point of view. The purpose was to determine to what extent physiotherapists use patient-centered communication in the first physiotherapy consultations of people with shoulder problems, and to what extent patient-centered communication is related to the level of SDM.</div></div><div><h3>Methods</h3><div>In this secondary analysis, 100 audio-recorded initial physiotherapy consultations with people with shoulder problems, obtained through convenience sampling, were analyzed for the level of patient-centered communication using the Four Habit Coding Scheme (4HCS) (0–100, higher 4HCS scores indicate higher level of patient-centered communication). The relation between the level of patient-centered communication and the SDM was analysed in multiple steps.</div></div><div><h3>Results</h3><div>A total of 100 initial physical therapy consultations of 41 participating physical therapists were included. The mean 4HCS score was 45(range 18–90). The correlation between the 4HCS and the OPTION-5 scores was 0.610(CI95 % 0.470 – 0.720). The four categories in the relation between patient-centered communication and SDM show that the most consultations are in the group of low patient-centered communication and low SDM and that there are only two consultations in the low patient-centered communication and high SDM.</div></div><div><h3>Conclusion</h3><div>Our results show that there is room for improvement in the application of patient-centered communication in physiotherapy practice although physiotherapists do apply patient-centered communication more than SDM. Patient-centered communication does not guarantee the application of SDM, although a higher level of SDM does indicate a higher degree of patient-centered communication.</div><div>Practice implications</div><div>This study offers clinical guidance on how to improve the integration of patient’s perspective, values, and preferences in the decision making.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"145 ","pages":"Article 109478"},"PeriodicalIF":3.1,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploration of telehealth delivery modes and therapeutic alliance within an allied health student-led clinic.","authors":"Briana Dahlia Ryan,&nbsp;Kristie Matthews,&nbsp;Katrina Long,&nbsp;Terry Haines","doi":"10.1016/j.pec.2026.109468","DOIUrl":"10.1016/j.pec.2026.109468","url":null,"abstract":"<div><h3>Objective</h3><div>To examine the impact of different telehealth modes on therapeutic alliance between student health practitioners and patients in a student-led telehealth clinic, and to compare patient reports of therapeutic alliance with that previously published.</div></div><div><h3>Methods</h3><div>Telehealth sessions between student health practitioners and patients were delivered via video, telephone, or a combination. 299 (n) patient and student pairings reported therapeutic alliance using a modified Working Alliance Inventory for General Practice. Linear regressions and t-tests were conducted.</div></div><div><h3>Results</h3><div>The 299 pairings identified that therapeutic alliance can be developed and maintained in this context. Telephone based approaches yielded higher patient scores for the bond and goal domains. Students provided lower scores than patients across all domains and telehealth modes. Patients reported higher scores than those from a previously published study.</div></div><div><h3>Conclusion</h3><div>Telephone interactions may yield greater therapeutic alliance than video conference or mixed approaches. Therapeutic alliance can successfully be developed in the context of a student-led telehealth clinic.</div></div><div><h3>Practical Implications</h3><div>To consider how student-led clinics may become part of health service provision since patient ratings of students and general health practitioners is comparable.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"145 ","pages":"Article 109468"},"PeriodicalIF":3.1,"publicationDate":"2026-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pilot study: Training bilingual Hmong caregivers using the pain assessment information visualization tool for effective communication in healthcare","authors":"Maichou Lor ,&nbsp;Betty Chewning ,&nbsp;Linkai Wu","doi":"10.1016/j.pec.2026.109476","DOIUrl":"10.1016/j.pec.2026.109476","url":null,"abstract":"<div><h3>Objective</h3><div>Pain in non-English-speaking Hmong patients may be under-detected and under-managed, in part due to challenges in patient-clinician communication. While family caregivers could address this deficiency, they lack symptom recognition and communication training. This study piloted a web-based communication training intervention to help Hmong bilingual caregivers document and communicate their care recipients’ pain information to clinicians using the Pain Assessment Information Visualization (InfoViz) tool and communication strategies.</div></div><div><h3>Methods</h3><div>We conducted a single-arm, pre-post pilot study of a web-based pain training communication intervention. In the intervention, caregivers use tools and practice communication strategies with video case studies. Qualitative interviews evaluated participants’ training experiences, and quantitative measures evaluated feasibility outcomes (satisfaction, time to completion, usability). Descriptive statistics analyzed feasibility outcomes and thematic analysis assessed qualitative feedback about the training.</div></div><div><h3>Results</h3><div>Thirty Hmong caregivers (mean age 32; 26 female) completed the training. They lived in the U.S. for an average of 29 years, with half having a healthcare background (n = 15). Among those who completed the training, 96 % reported being somewhat (n = 8) or extremely satisfied (n = 21<strong>)</strong> with the intervention. The average completion time was 56 min, primarily using a laptop. Caregivers reported learning new ways to describe pain in Hmong, valued tools for preparation, and felt empowered to support communication during medical visits.</div></div><div><h3>Conclusions</h3><div>Our intervention was feasible and acceptable, providing valuable tools and strategies to help Hmong caregivers support their loved ones with pain communication during medical visits. Future research should examine the intervention’s effectiveness and its impact on clinical outcomes.</div></div><div><h3>Practice Implications</h3><div>Providing Hmong caregivers with communication training could help overcome language and cultural barriers during pain-related primary care visits for non-English-speaking patients. Additional studies are needed to determine how such training can be integrated into clinical workflows and scaled for broader use.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"145 ","pages":"Article 109476"},"PeriodicalIF":3.1,"publicationDate":"2026-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The story beneath the scores: A mixed methods study of communication skills self-assessment","authors":"Ghaith Alfakhry ,&nbsp;Ariel Lindorff ,&nbsp;Abdul Karim Ismail ,&nbsp;Osama Alrikabi Alsuccari ,&nbsp;Omar Hamadah ,&nbsp;Issam Jamous","doi":"10.1016/j.pec.2026.109477","DOIUrl":"10.1016/j.pec.2026.109477","url":null,"abstract":"<div><h3>Objectives</h3><div>Communication skills are universally recognised as a core competency in clinical education. This study aimed to investigate the impact of self-assessment on the development of communication skills and to understand the underlying meanings of self-assessment scores at the Faculty of Dental Medicine, Damascus University, Syria.</div></div><div><h3>Methods</h3><div>Based on the well-established Calgary-Cambridge Guide, an assessment instrument was developed, translated, and cross-culturally validated for the Syrian Arabic context. The assessment approach comprised one consultation with each of six patients in a clinical setting. After each consultation, the student and patient completed an assessment form. Fifty-four final-year dental students completed all six sessions. A mixed-methods design was employed, beginning with a quantitative phase that investigated the psychometric properties of the assessment instrument and tested for change in communication performance. In the qualitative phase, semi-structured interviews were conducted with a purposive subsample (n = 12) based on quantitative findings. Thematic analysis explored the educational impact and factors influencing self-assessment.</div></div><div><h3>Results</h3><div>There was a significant improvement in patient assessments over time, with a large effect size (<em>P</em> &lt; 0.001, Partial η² = 0.184). Qualitative results supported these findings, revealing increased self-awareness and self-control due to self-assessment. Subjective self-assessment practices, patient – dentist dynamics, and self-reflection all influenced self-assessment scoring.</div></div><div><h3>Conclusions</h3><div>This rigorous mixed-methods research makes an original and substantive contribution through in-depth exploration of meanings and intentions underlying self-assessment results. Although the findings warrants cautious generalisation, this research provides valuable recommendations for students, clinical educators, and curriculum developers to optimise self-assessment and use its data to improve communication performance.</div></div><div><h3>Practical implications</h3><div>This study highlights that using structured self-assessment can be an effective educational practice to improve communication skills and provides insight for educators into what self-assessment scores could mean.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"145 ","pages":"Article 109477"},"PeriodicalIF":3.1,"publicationDate":"2026-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cancer progression and shared decision-making: Crossed","authors":"Julia Kolly ,&nbsp;Sophie Lelorain ,&nbsp;Nicolas Penel ,&nbsp;Pierre-Yves Dietrich ,&nbsp;Lisa Laroussi-Libeault ,&nbsp;Kristopher Lamore","doi":"10.1016/j.pec.2025.109464","DOIUrl":"10.1016/j.pec.2025.109464","url":null,"abstract":"<div><h3>Objective</h3><div>When cancer progresses, changes of treatment are proposed and discussed with patients and their family caregivers (P&amp;Cs). However, there has been insufficient research on these consultations. The objective of this study was to explore how decision-making in cancer progression consultations relates to shared decision-making (SDM) from the perspective of healthcare professionals (HCPS) and P&amp;Cs.</div></div><div><h3>Methods</h3><div>A qualitative study was conducted based on 35 semi-structured interviews with HCPs (n = 20) and P&amp;Cs (n = 10 patients and n = 5 family caregivers).</div></div><div><h3>Results</h3><div>Five themes emerged: (1) overview of the decision-making process; (2) a key consultation: discussing progression and treatment options; (3) the central role of the relationship between healthcare professional, patient, and family caregiver; (4) the perception of choice in cancer progression consultations; and (5) participants’ perceptions of the elements needed for decision-making. The findings revealed an imbalance in decision-making roles, with physicians primarily making treatment decisions in interdisciplinary meetings, before presenting them to P&amp;Cs in consultation.</div></div><div><h3>Conclusions</h3><div>While cancer progression consultations meet the conditions for SDM, adjustments are needed to enhance the involvement of P&amp;Cs, who often feel passive. Strengthening communication strategies and more actively integrating P&amp;Cs could foster a more balanced, patient-centered approach.</div></div><div><h3>Practice implications</h3><div>Strengthening team cohesion and optimizing interdisciplinary collaboration, systematically involving nurses, and expanding SDM training to include HCPs can foster patient-centered care, enhance communication, and improve decision-making efficiency. An approach that actively integrates patients’ values and caregivers’ experiential knowledge, combined with a discussion of treatment options, can improve participation without prolonging consultation time.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"145 ","pages":"Article 109464"},"PeriodicalIF":3.1,"publicationDate":"2025-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145886108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multi-methods development and validation of a tool for use in measuring serious illness communication competence: Assessment of clinical encounters – Communication tool (ACE-CT)","authors":"Anish K. Arora ,&nbsp;Hsien Seow ,&nbsp;Daryl Bainbridge ,&nbsp;Kulamakan Kulasegaram ,&nbsp;Tavis Apramian ,&nbsp;Nadia Incardona ,&nbsp;Leah Steinberg ,&nbsp;Justin Sanders ,&nbsp;Zhimeng Jia ,&nbsp;Oren Levine ,&nbsp;Jessica Simon ,&nbsp;Karen Zhang ,&nbsp;Zelda Freitas ,&nbsp;Clare Fuller ,&nbsp;Amanda Lee Roze des Ordons ,&nbsp;Jill Dombroski ,&nbsp;Jeff Myers","doi":"10.1016/j.pec.2025.109465","DOIUrl":"10.1016/j.pec.2025.109465","url":null,"abstract":"<div><h3>Objectives</h3><div>The assessment of serious illness communication (SIC) competence has, to date, primarily utilized tools that are profession-specific and not explicitly designed using competency-based or person-centered frameworks. To address these gaps, we developed and validated a new tool, the Assessment of Clinical Encounters – Communication Tool (ACE-CT).</div></div><div><h3>Methods</h3><div>We convened a national panel of interprofessional SIC experts to develop and validate the ACE-CT using a three-phase multi-method approach. Phase 1 focused on item development through review of existing validated tools, and a Bayesian process in which panel members assessed item quality and item-domain correlation. Phase 2 involved item refinement and preliminary validation through stimulated recall interviews using a think-aloud technique. Phase 3 consisted of psychometric analyses for which panel members used the tool to assess video-recorded standardized patient encounters from interprofessional clinicians completing a SIC professional development intervention.</div></div><div><h3>Results</h3><div>In Phase 1, 37 relevant items from previously validated tools were identified, of which 11 items were removed due to redundance. Through the Bayesian process, 14 items were removed and 1 item was generated. Through Phase 2, 2 items were generated, 2 items were combined into 1, and remaining items were refined to optimize measurability and understandability. In Phase 3, reliability was demonstrated through evidence of high internal consistency and moderate reproducibility, both over time and across raters. The tool was found to be responsive and have sound construct validity through evidence of congruence, convergence and credibility. Raters found the tool to be intuitive, easy to complete, and that it accurately captured their perception of the quality of communication observed.</div></div><div><h3>Conclusions</h3><div>The ACE-CT provides a reliable and valid approach to assessing SIC competence among interprofessional clinicians.</div></div><div><h3>Practical Implications</h3><div>Through its person-centered orientation, the ACE-CT provides an opportunity to objectively assess elements of SIC that patients and families value.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"144 ","pages":"Article 109465"},"PeriodicalIF":3.1,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teach-back techniques in telehealth: A review and insights for future directions","authors":"Faith A. Albertson ,&nbsp;Wafa Alnakhi ,&nbsp;Shanikque Barksdale ,&nbsp;Shannon Stark Taylor ,&nbsp;Shaniece Criss ,&nbsp;Daniela B. Friedman ,&nbsp;Karen A. Kemper ,&nbsp;Lorie Donelle ,&nbsp;Wanda Thompson ,&nbsp;Phyllis MacGilvray ,&nbsp;Nabil Natafgi","doi":"10.1016/j.pec.2025.109453","DOIUrl":"10.1016/j.pec.2025.109453","url":null,"abstract":"<div><h3>Background and objectives</h3><div>The rapid expansion of telehealth during the COVID-19 pandemic has created new challenges in patient-provider communication due to the absence of in-person interactions and visual cues. Teach-back, a method where patients repeat information to confirm understanding, is a promising tool for improving communication in virtual care. This review evaluates the effectiveness of teach-back techniques in telehealth settings.</div></div><div><h3>Methods</h3><div>A search of four databases (CINAHL, EMBASE, PsycINFO, PubMed) was conducted, yielding 10 studies that met the inclusion criteria. The article inclusion/exclusion criteria consisted of the following: (1) telehealth services topic; (2) direction provision related to teach-back; and (3) English, peer-reviewed, empirical journal publication. Risk of bias in included studies was assessed using established tools for randomized controlled trials (RCTs), non-randomized controlled trials (NRCTs), and qualitative studies. Data synthesis followed the PICO framework, and thematic analysis was used to compare outcomes across studies.</div></div><div><h3>Results</h3><div>Included studies which varied in design, modality, and telehealth specialty. Teach-back was consistently associated with improved patient knowledge, confidence, and self-management, as well as clinical outcomes such as better glycemic control and medication adherence. Overall evidence quality was moderate, with common limitations including small sample sizes and brief follow-up periods.</div></div><div><h3>Conclusions and practice implications</h3><div>Teach-back is effective in enhancing patient understanding and outcomes in telehealth settings. However, variability in study design and implementation highlights the need for standardized protocols and additional research. Provider training in effective virtual teach-back strategies may enhance patient comprehension, strengthen communication, and advance health equity in telehealth delivery.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"144 ","pages":"Article 109453"},"PeriodicalIF":3.1,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}