Patient Safety in Surgery (Mar 2022)

Utilizing the “teach-back” method to improve surgical informed consent and shared decision-making: a review

  • Kevin D. Seely,
  • Jordan A. Higgs,
  • Andrew Nigh

DOI
https://doi.org/10.1186/s13037-022-00322-z
Journal volume & issue
Vol. 16, no. 1
pp. 1 – 9

Abstract

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Abstract The teach-back method is a valuable communication tool that can be employed to improve patient safety and shared decision-making. Its utility in patient care has been studied extensively in many areas of clinical medicine. However, the literature on the use of teach-back in surgical patient education and informed consent is limited. Additionally, there is some ambiguity about the functional definition and performance of the teach-back method in the literature, consequently rendering this valuable tool an enigma. This review examines the current standards and ethics of preoperative informed consent and provides a concise, actionable definition of teach-back. The manner in which teach-back has been implemented in medicine and surgery is then examined in detail. Studies analyzing the use of teach-back in medicine have demonstrated its effectiveness and benefit to patient care. Further study on the use of teach-back to improve preoperative informed consent is supported by the few preliminary trials showing a positive effect after implementing the teach-back method in critical patient interactions.

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