Frontiers in public health · 2026
Implementation of Teach-Back method based on KWL strategy: a randomized controlled trial in medical caregiver retraining.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод в очереди
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Zhang Xintong, Zhao Chunmei, Qian Yufei, Li Qinxia, Ji Jianhong, Liu Ying
Аннотация
BACKGROUND: Effective retraining programs for medical caregivers (i.e., patient care assistants who primarily assist nurses with daily patient care) are critical to ensuring patient safety and care quality. However, traditional lecture-based methods often fail to promote durable knowledge retention and skill application. The aim of this study was to assess the effectiveness of a retraining program integrating the Teach-Back method with the Know-Want to know-Learned (KWL) strategy and loose-leaf teaching materials.
METHODS: Medical caregivers undergoing retraining at a hospital between January and June 2025 were randomly assigned to either an experimental group (n = 25) or a control group (n = 25) using a random number table. The experimental group received instruction through loose-leaf materials incorporating the Teach-Back method guided by the KWL strategy. This approach involved structured guidance to activate prior knowledge (Know), define learning goals (Want to know), and consolidate learned content (Learned), along with real-time feedback delivered through the Teach-Back process. The control group received conventional lecture-based instruction. Outcomes were compared between the groups using theoretical examination scores, practical skill assessment scores, and self-reported competence ratings.
RESULTS: The experimental group demonstrated significantly higher theoretical knowledge and practical skill scores compared with the control group (both p < 0.05). Self-evaluated competence indicated notable improvements in theoretical knowledge, operational skills, social competence, and professional attitude within the experimental group.
CONCLUSION: A retraining program that integrates the Teach-Back method and the KWL strategy with loose-leaf teaching materials can substantially improve learning outcomes, skill application, and self-perceived competence among medical caregivers. This model holds promise for broader application in clinical training for medical caregivers and can also inform continuing education programs in nursing and other healthcare disciplines.
METHODS: Medical caregivers undergoing retraining at a hospital between January and June 2025 were randomly assigned to either an experimental group (n = 25) or a control group (n = 25) using a random number table. The experimental group received instruction through loose-leaf materials incorporating the Teach-Back method guided by the KWL strategy. This approach involved structured guidance to activate prior knowledge (Know), define learning goals (Want to know), and consolidate learned content (Learned), along with real-time feedback delivered through the Teach-Back process. The control group received conventional lecture-based instruction. Outcomes were compared between the groups using theoretical examination scores, practical skill assessment scores, and self-reported competence ratings.
RESULTS: The experimental group demonstrated significantly higher theoretical knowledge and practical skill scores compared with the control group (both p < 0.05). Self-evaluated competence indicated notable improvements in theoretical knowledge, operational skills, social competence, and professional attitude within the experimental group.
CONCLUSION: A retraining program that integrates the Teach-Back method and the KWL strategy with loose-leaf teaching materials can substantially improve learning outcomes, skill application, and self-perceived competence among medical caregivers. This model holds promise for broader application in clinical training for medical caregivers and can also inform continuing education programs in nursing and other healthcare disciplines.