Health-Literacy Training for First-Year Respiratory Therapy Students: A Mixed-Methods Pilot Study

Area of Science:

• Health Literacy
• Medical Education
• Respiratory Therapy

Background:

• Effective communication is crucial for respiratory therapists (RTs) to ensure patients understand discharge plans and medical device instructions.
• The teach-back method is a patient-centered technique that confirms patient comprehension.
• This study evaluated the impact of teach-back training on RT students' skills.

Purpose of the Study:

• To measure the utilization of the teach-back method by first-year undergraduate RT students.
• To assess the effectiveness of a 1-hour teach-back skills training intervention.
• To identify barriers and facilitators to teach-back method adoption in a simulated clinical setting.

Main Methods:

• A mixed-methods pilot study involving first-year RT students.
• Pre- and post-surveys measured health literacy knowledge and communication skill beliefs.
• A 1-hour intervention focused on health literacy and teach-back techniques.
• Teach-back usage was assessed during simulation experiences, followed by semi-structured interviews.

Main Results:

• 14 out of 20 students utilized the teach-back method during simulations.
• Significant increases in knowledge (P < .001) and communication belief scores (P = .038) were observed post-intervention.
• Key themes for teach-back use included confirming understanding and proper device operation.
• Barriers included scenario design, student recall/nerves, patient engagement, and communication style.

Conclusions:

• A 1-hour health literacy and teach-back skills training can benefit RT students.
• Understanding reasons for non-use and perceived helpful training is essential for curriculum improvement.
• Findings support the integration of enhanced communication skills training into the RT curriculum.