Evaluation of teach-back and plain language acceptability during patient interactions
This study advances clinician-patient communication by examining the acceptability of teach-back rather than its effectiveness, addressing a key gap in understanding when such strategies are likely to be adopted in practice. Findings challenge assumptions that teach-back inherently ensures comprehension, emphasizing the necessity of plain-language delivery and offering a replicable framework for evaluating patient acceptability in real-world contexts.
Authors
- Andressa Sleiman (ORCID: https://orcid.org/0000-0001-8927-6203)
- Daniel Gonzales-Portillo (ORCID: https://orcid.org/0000-0002-0083-6268)
- Nicole Gravina (ORCID: https://orcid.org/0000-0001-8210-7159)
- Erin M. Richard (ORCID: https://orcid.org/0000-0002-4649-6721)
- Sarah Tallman
Institutions
- Florida Institute of Technology (US)
- Louisiana State University (US)
- Nova Southeastern University (US)
- University of Florida (US)
- Iowa Lutheran Hospital (US)
Publication Details
- Journal
- PEC Innovation
- Published
- 2025-11-20
- DOI
- https://doi.org/10.1016/j.pecinn.2025.100445
- Primary Topic
- Patient-Provider Communication in Healthcare
- Type
- article
- Field-Weighted Citation Impact
- 0.00