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Background <p>Safe transitions of care post inpatient hospitalization require robust communication practices during the discharge process to ensure patient understanding.</p> Objective <p>To determine if physician-led patient communication, inclusive of written and verbal instructions with the teach-back method, improves patient understanding of hospitalization and post-discharge needs.</p> Design <p>This pre-post study was piloted at an urban, 600-bed, academic tertiary care hospital over a 3-month period.</p> Participants <p>Study participants included adult patients admitted to the hospitalist medical teaching service (MTS).</p> Intervention <p>Study participants received both a written summary and verbal instruction reinforced with teach-back method. The instruction included the four core domains of patient education: reason for admission, inpatient management, medication changes, and follow-up plan.</p> Main Measures <p>Changes in mean patient understandings scores from pre- to post-intervention were evaluated on a 3-point scale (no, partial, or full understanding) in addition to basic demographics, level of schooling, and primary language spoken to better ascertain the drivers of improved health literacy.</p> Key Results <p>Among 120 study participants, mean survey scores in all four testing domains showed improvement in patient understanding of “admitting diagnosis” (21.5%, 95% CI, 0.21 to 0.40; <i>P</i> &lt; 0.0001), “treatment undergone” (35.1%, 95% CI, 0.34 to 0.58; <i>P</i> &lt; 0.0001), “medication changes” (45.8%, 95% CI, 0.40 to 0.67; <i>P</i> &lt; 0.0001), and “discharge follow-up” (38.1%, 95% CI, 0.39 to 0.63; <i>P</i> &lt; 0.0001). Mean scores improved more in patients with lower levels of schooling in all testing domains, except for “understanding of medication changes,” showing more improvement in patients with high education achievement (95% CI, 0.08 to 1.09; <i>P</i> = 0.027).</p> Conclusions <p>While standard discharge practice involves only a printed discharge packet, the use of a written summary of instructions and verbal reinforcement using teach-back methods improves patient understanding and health literacy of post-discharge needs during transitions of care.</p>

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Enhancing Patient Understanding of Hospitalization and Post-Discharge Needs: The Impact of Physician-Led Verbal Communication and Teach-Back Method

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月23日

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  • Payal Parikh,
  • Priya Jaisinghani,
  • Srivarsha Kaloth,
  • Anagha Konakanchi,
  • Naveena Yanamala,
  • Sarang Kim

摘要

Background

Safe transitions of care post inpatient hospitalization require robust communication practices during the discharge process to ensure patient understanding.

Objective

To determine if physician-led patient communication, inclusive of written and verbal instructions with the teach-back method, improves patient understanding of hospitalization and post-discharge needs.

Design

This pre-post study was piloted at an urban, 600-bed, academic tertiary care hospital over a 3-month period.

Participants

Study participants included adult patients admitted to the hospitalist medical teaching service (MTS).

Intervention

Study participants received both a written summary and verbal instruction reinforced with teach-back method. The instruction included the four core domains of patient education: reason for admission, inpatient management, medication changes, and follow-up plan.

Main Measures

Changes in mean patient understandings scores from pre- to post-intervention were evaluated on a 3-point scale (no, partial, or full understanding) in addition to basic demographics, level of schooling, and primary language spoken to better ascertain the drivers of improved health literacy.

Key Results

Among 120 study participants, mean survey scores in all four testing domains showed improvement in patient understanding of “admitting diagnosis” (21.5%, 95% CI, 0.21 to 0.40; P < 0.0001), “treatment undergone” (35.1%, 95% CI, 0.34 to 0.58; P < 0.0001), “medication changes” (45.8%, 95% CI, 0.40 to 0.67; P < 0.0001), and “discharge follow-up” (38.1%, 95% CI, 0.39 to 0.63; P < 0.0001). Mean scores improved more in patients with lower levels of schooling in all testing domains, except for “understanding of medication changes,” showing more improvement in patients with high education achievement (95% CI, 0.08 to 1.09; P = 0.027).

Conclusions

While standard discharge practice involves only a printed discharge packet, the use of a written summary of instructions and verbal reinforcement using teach-back methods improves patient understanding and health literacy of post-discharge needs during transitions of care.