Hong Young-Rock, Jo Ara, Cardel Michelle, Huo Jinhai, Mainous Arch G
Department of Health Services Research, Management and Policy, University of Florida, Gainesville, USA.
Department of Health Services Research, Management and Policy, University of Florida, Gainesville, USA.
Patient Educ Couns. 2020 May 23. doi: 10.1016/j.pec.2020.05.029.
To examine how the teach-back, interactive communication loop between patient and provider, is utilized and its role in diabetes care delivery.
This was a cross-sectional analysis of the Medical Expenditure Panel Survey (MEPS) 2011-2016. The study sample included US adults aged 18 or older with diabetes. Survey-design adjusted analyses were used to examine patterns of teach-back utilization across patient socioeconomic/clinical characteristics, patient-provider interactions, and diabetes care education.
Analysis of 2901 US adults with diabetes showed that 25.0 % reported patient teach-back experience during their visit to care. Compared with patients without teach-back, those with teach-back experience had higher scores on interaction quality with their providers (composite score: 90.8 vs. 55.8, P < .001). Those with teach-back were also more to receive additional advice on diet and exercise from providers (67.0 % vs. 60.9 %, P = 0.03) and to report that they were confident in diabetes self-care management (75.7 % vs. 70.3 %, P =0.03).
Teach-back communication appears to be effective in patient-provider interaction and diabetes care education, leading to higher confidence in self-care management.
Despite its potential, the utilization of teach-back communication is suboptimal. More effort is needed to promote effective use of teach-back communication in routine diabetes care.
探讨患者与医疗服务提供者之间的“反馈教学”这一互动沟通循环是如何被运用的及其在糖尿病护理中的作用。
这是一项对2011 - 2016年医疗支出面板调查（MEPS）的横断面分析。研究样本包括18岁及以上的美国成年糖尿病患者。采用调查设计调整分析来研究患者社会经济/临床特征、患者与医疗服务提供者的互动以及糖尿病护理教育中反馈教学的使用模式。
对2901名美国成年糖尿病患者的分析表明，25.0%的患者报告在就诊时有过患者反馈教学经历。与没有反馈教学的患者相比，有反馈教学经历的患者与医疗服务提供者的互动质量得分更高（综合得分：90.8对55.8，P <.001）。有反馈教学的患者也更有可能从医疗服务提供者那里获得关于饮食和运动的额外建议（67.0%对60.9%，P = 0.03），并且报告他们对糖尿病自我护理管理有信心（75.7%对70.3%，P = 0.03）。
反馈教学沟通在患者与医疗服务提供者的互动以及糖尿病护理教育中似乎是有效的，能使患者在自我护理管理方面更有信心。
尽管反馈教学沟通有其潜力，但目前的使用情况并不理想。需要做出更多努力来促进在常规糖尿病护理中有效使用反馈教学沟通。
