140 Chapter 6 45 Greene J, Hibbard JH. Why does patient activation matter? an examination of the relationships between patient activation and health-related outcomes. J Gen Intern Med 2012;27:520–6. 46 Samuels-Kalow M, Hardy E, Rhodes K, et al. ’Like a dialogue’: Teach-back in the emergency department. Patient Educ Couns 2016;99:549–54. 47 Badaczewski A, Bauman LJ, Blank AE, et al. Relationship between Teach-back and patient-centered communication in primary care pediatric encounters. Patient Educ Couns 2017;100:1345–52. 48 Fink AS, Prochazka AV, Henderson WG, et al. Enhancement of surgical informed consent by addition of repeat back: a multicenter, randomized controlled clinical trial. Ann Surg 2010;252:27–36. 49 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. 50 Goodacre S. Uncontrolled before-after studies: discouraged by Cochrane and the EMJ. Emerg Med J 2015;32:507–8. 51 Porter K, Chen Y, Estabrooks P, et al. Using Teach-Back to understand participant behavioral self-monitoring skills across health literacy level and behavioral condition. J Nutr Educ Behav 2016;48:20–6. 52 The Agency for Healthcare Research and Quality. The guide to improving patient safety in primary care settings by engaging patients and families. Teach-Back: intervention. Available: https://www.ahrq.gov/patient-safety/reports/engage/ interventions/teachback.html [Accessed April 1, 2020]. 53 Institute for Healthcare Advancement. Always use teach-back! training toolkit. http:// www. teachbacktraining.org/home. (April 1, 2020). 54 Pharos (Dutch Centre of Expertise on Health Disparities). Pharos Kennisbank Terugvraag methode. Available: https://www.pharos.nl/kennisbank/?zoeken= terugvraagmethode [Accessed April 1, 2020].
RkJQdWJsaXNoZXIy MjY0ODMw