Assessing the link between modified ‘Teach Back’ method and improvement in knowledge of the medical regimen among youth with kidney transplants: The application of digital media

Jayanthi J. Chandar, David A. Ludwig, Juan Aguirre, Adela Mattiazzi, Malgorzata Bielecka, Marissa Defreitas, Alan M. Delamater

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Objective: The objective of this study was to facilitate functional health literacy (FHL) with a modified “Teach Back” method. A computer-based program was developed for adolescent and young adult kidney transplant recipients (KTR) to knowledgeably answer questions about their medical condition, medications, and create a simple synopsis of their personal health record with the help of the heath care provider (HCP). Methods: In a pre-post quasi-experimental design, 16 patients received the computer intervention in which they navigated questionnaires and brief informational video clips. Knowledge scores were assessed at baseline and 3 months. The binomial sign test was used to evaluate change in knowledge and purpose of medications. Results: Mean age was 17.3 ± 2.4 years and 94% were non-Caucasian. Seven of 16 patients were academically below grade level. Twelve of 16 patients improved their overall knowledge (P = 0.0002) and purpose of medications (P = 0.0017). Conclusions: A Modified “Teach Back” during clinic visits was associated with improvements in FHL. Practice Implications: This modified ‘teach back’ program has the potential to improve FHL which could contribute to long-term preservation of kidney transplants.

Original languageEnglish (US)
JournalPatient Education and Counseling
DOIs
StateAccepted/In press - Jan 1 2019

Keywords

  • Digital program
  • Functional health literacy
  • Kidney transplant
  • Pediatric
  • Self-management
  • Teach back
  • Transplant

ASJC Scopus subject areas

  • Medicine(all)

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