NCT01968291

Use of Teach Back to Improve Comprehension of Discharge Instructions for Emergency Patients With Limited Health Literacy

The Impact of Teach-back on Comprehension of Discharge Instructions Among Emergency Patients With Limited Health Literacy: A Randomized, Controlled Study

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 254 (actual)
• Sponsor: Washington University School of Medicine · Academic / Other
• Sex: All
• Age: 18 Years
• Healthy volunteers: Accepted

Summary

The purpose of this study was to determine whether use of teach-back discharge instructions improve patient satisfaction and patients' self-reported and objective comprehension of discharge instructions in the emergency department when compared to standard discharge instructions.

Conditions

• Conditions Influencing Health Status

Interventions

Type	Name	Description
BEHAVIORAL	Teach-back	Patients are asked to repeat back in their own words their understanding of the discharge information that was provided to them.

Timeline

• Start date: 2012-06-01
• Primary completion: 2012-08-01
• Completion: 2012-08-01
• First posted: 2013-10-24
• Last updated: 2013-10-24

Locations

1 site across 1 country: United States