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

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.

Inclusion Criteria:

• patients being discharged from the emergency department
• A score of 6 or less on the Rapid Estimate of Adult Literacy in Medicine, Revised (consistent with Limited Health Literacy)

Exclusion Criteria:

• aphasia,
• non-English speaking,
• mental handicap,
• psychiatric chief complaint,
• too high acuity per physician,
• insurmountable communication barrier,
• evaluations for sexual assault,
• clinical intoxication.