NCT03058393

Analyzing Challenging Clinical Discussions in Orthopaedics

Effectiveness of Teach-back in Orthopedic Treatment Decision Discussions

• Status: Terminated
• Phase: N/A
• Study type: Interventional
• Enrollment: 7 (actual)
• Sponsor: Duke University · Academic / Other
• Sex: All
• Age: 18 Years – 80 Years
• Healthy volunteers: Accepted

Summary

The goal of this study is to analyze patient:provider communication surrounding the discussion of difficult clinical conversations such as knee replacement options. This study will also examine how using the teach-back communication technique can improve communication between patients and providers. Orthopedic residents, fellows, physician assistants, and attendings that agree to participate will be consented. Patients, who are likely to engage in a difficult clinical conversation, such as those who have a clinical indication for a Total Knee Replacement or a Partial Knee Replacement, will be recruited from participating providers clinical schedules. Patient:provider interactions will be recorded and then the providers will attend a 1 hour education lecture about how to use teach-back. After attending the lecture, additional patient:provider interactions will be recorded and analyzed via a qualitative approach. Additionally, providers will participate in a semi-structured interview to capture their perceptions of teach-back and what challenges and benefits they may derive from using it.

Conditions

• Teach-Back Communication
• Arthritis
• Knee Osteoarthritis
• Knee Arthropathy

Interventions

Type	Name	Description
OTHER	Teach-Back Lesson	A teach-back lesson will be given to providers (teach-back group) who have challenging clinical discussions with patients

Timeline

• Start date: 2017-04-17
• Primary completion: 2018-11-07
• Completion: 2018-11-07
• First posted: 2017-02-20
• Last updated: 2019-12-17

Locations

1 site across 1 country: United States