Asking what consumers recall and restate what they have been told is one of the top consumer safety practices
Download
Samuels-Kalow ME, Stack AM, Porter SC. Effective discharge communication in the emergency department. Ann Emerg Med. 2012;60:152–9.
Article PubMed Google Scholar
Wimsett J, Harper A, Jones P. Review article: Components of a good quality discharge summary: a systematic review. Emerg Med Australas. 2014;26(5):430–8.
Article PubMed Google Scholar
Clarke C, Friedman SM, Shi K, Arenovich T, Monzon J, Culligan C. Emergency department discharge instructions comprehension and compliance study. CJEM. 2005;7:5–11.
Article PubMed Google Scholar
Kripalani S, Jackson AT, Schnipper JL, Coleman EA. Promoting effective transitions of care at hospital discharge: a review of key issues for hospitalists. J Hosp Med. 2007;2:314–23.
Article PubMed Google Scholar
Hohl CM, Abu-Laban RB, Brubacher JR, et al. Adherence to emergency department discharge prescriptions. CJEM. 2009;11:131–8.
Article PubMed Google Scholar
Hastings SN, Barrett A, Weinberger M, et al. Older patients’ understanding of emergency department discharge information and its relationship with adverse outcomes. J Patient Saf. 2011;7(1):19–25.
Article PubMed Google Scholar
Wilkins PS, Beckett MW. Audit of unexpected return visits to an accident and emergency department. Arch Emerg Med. 1992;9:352–6.
Article CAS PubMed PubMed Central Google Scholar
Sheikh H, Brezar A, Dzwonek A, Yau L, Calder LA. Patient understanding of discharge instructions in the emergency department: do different patients need different approaches? Int J Emerg Med. 2018;11(1):5.
Article PubMed PubMed Central Google Scholar
Marty H, Bogenstatter Y, Franc G, Tschan F, Zimmermann H. How well informed are patients when leaving the emergency department? comparing information provided and information retained. Emerg Med J. 2013;30(1):53–7.
Article PubMed Google Scholar
Vashi A, Rhodes KV. “Sign right here and you're good to go”: a content analysis of audiotaped emergency department discharge instructions. Ann Emerg Med. 2011;57(4):315–322.e1.
Article PubMed Google Scholar
Engel KG, Buckley BA, Forth VE, et al. Patient understanding of emergency department discharge instructions: where are knowledge deficits greatest? Acad Emerg Med. 2012;19(9):E1035–44.
Article PubMed Google Scholar
Engel KG, Heisler M, Smith DM, Robinson CH, Forman JH, Ubel PA. Patient comprehension of emergency department care and instructions: are patients aware of when they do not understand? Ann Emerg Med. 2009;53(4):454–461.e15.
Article PubMed Google Scholar
Crane JA. Patient comprehension of doctor-patient communication on discharge from the emergency department. J Emerg Med. 1997;15:1–7.
Article CAS PubMed Google Scholar
Musso MW, Perret JN, Sanders T, et al. Patients’ comprehension of their emergency department encounter: a pilot study using physician observers. Ann Emerg Med. 2015;65(2):151–5.e4.
Article PubMed Google Scholar
Slater BA, Huang Y, Dalawari P. The impact of teach-back method on retention of key domains of emergency department discharge instructions. J Emerg Med. 2017;53(5):e59–65.
Article PubMed Google Scholar
Lin MJ, Tirosh AG, Landry A. Examining patient comprehension of emergency department discharge instructions: Who says they understand when they do not? Intern Emerg Med. 2015;10(8):993–1002.
Article PubMed Google Scholar
Williams DM, Counselman FL, Caggiano CD. Emergency department discharge instructions and patient literacy: a problem of disparity. Am J Emerg Med. 1996;14:19–22.
Article CAS PubMed Google Scholar
Bell EJ, Takhar SS, Beloff JR, Schuur JD, Landman AB. Information technology improves emergency department patient discharge instructions completeness and performance on a national quality measure: a quasi-experimental study. Appl Clin Inform. 2013;4(4):499–514.
Article CAS PubMed PubMed Central Google Scholar
Atzema CL, Austin PC, Wu L, et al. Speak fast, use jargon, and don’t repeat yourself: a randomized trial assessing the effectiveness of online videos to supplement emergency department discharge instructions. PLoS One. 2013;8(11):e77057.
Article CAS PubMed PubMed Central Google Scholar
Griffey RT, Shin N, Jones S, et al. The impact of teach-back on comprehension of discharge instructions and satisfaction among emergency patients with limited health literacy: a randomized, controlled study. J Commun Healthc. 2015;8:10–21.
Article PubMed PubMed Central Google Scholar
Kornburger C, Gibson C, Sadowski S, Maletta K, Klingbeil C. Using “teach-back” to promote a safe transition from hospital to home: an evidence-based approach to improving the discharge process. J Pediatr Nurs. 2013;28(3):282–91.
Article PubMed Google Scholar
Samuels-Kalow M, Hardy E, Rhodes K, Mollen C. “Like a dialogue”: Teach-back in the emergency department. Patient Educ Couns. 2016;99(4):549–54.
Article PubMed Google Scholar
Caplin M, Saunders T. Utilizing teach-back to reinforce patient education: a step-by-step approach. Orthop Nurs. 2015;34(6):365–8 quiz 369-70.
Article PubMed Google Scholar
Rhodes KV, Vieth T, He T, et al. Resuscitating the physician-patient relationship: emergency department communication in an academic medical center. Ann Emerg Med. 2004;44:262–7.
Article PubMed Google Scholar
Ackermann S, Ghanim L, Heierle A, et al. Information structuring improves recall of emergency discharge information: a randomized clinical trial. Psychol Health Med. 2017;22(6):646–62.
Article PubMed Google Scholar
Page 2
Age (years) | 52.41 (19.45) | 49.95 (18.98) | 51.17 (19.24) | 0.160 |
Young adulthood (18–34) | 49 (20.5) | 64 (26.2) | 113 (23.4) | 0.275 |
Middle adulthood (35–64) | 122 (51.0) | 121 (49.6) | 243 (50.3) | |
Late adulthood (≥ 65) | 68 (28.5) | 59 (24.2) | 127 (26.3) | |
Gender | 0.254 | |||
Male | 112 (46.9) | 127 (52.0) | 239 (49.5) | |
Female | 127 (53.1) | 117 (48.0) | 244 (50.5) | |
Education level* | 0.047 | |||
Lower education | 57 (23.8) | 69 (29.0) | 126 (26.4) | |
Intermediate education | 96 (40.2) | 70 (29.4) | 166 (34.8) | |
Higher education | 86 (36.0) | 99 (41.6) | 185 (38.8) | |
Complexity of problem** | 0.967 | |||
Low | 112 (46.9) | 112 (45.9) | 224 (46.4) | |
Medium | 57 (23.8) | 58 (23.8) | 115 (23.8) | |
High | 70 (29.3) | 74 (30.3) | 144 (29.8) | |
Peak time (yes)*** | 162 (67.8) | 107 (43.9) | 269 (55.7) | 0.000 |
- *6 missing education levels in the intervention group
- **Low: fractures, contusions, wounds, hematomas; Medium: e.g., simple infections, kidney- or gallstones, stomach/rectal pain, bladder retention, hyperventilation; High: e.g., neurological (traumatic brain injury, headache), thromboembolic and cardiovascular diseases, multiple diagnoses
- ***2–7 PM, based on previous analysis of peak hours on our ED in the last 2 years