The Effectiveness of the teach-back technique on information recall and performance of the active cycle of breathing technique within a healthy student population: a single blind randomised control study.
(2013) The Effectiveness of the teach-back technique on information recall and performance of the active cycle of breathing technique within a healthy student population: a single blind randomised control study., no. 26.
Objective: The primary objective was to evaluate the effectiveness of the teach-back technique in improving memory recall of the active cycle of breathing technique (ACBT), within a healthy student population. The second objective was to examine the time it took to educate the teach-back and control groups. Secondary analysis was undertaken to examine the relationship between language and university course on recall of ACBT. Design: A single blind randomised controlled study. Participants: 22 healthy students at Queen Margaret University adhering to the inclusion/exclusion criteria gave their informed consent to participate in the study. Intervention: All participants were taught ACBT. Subjects were randomly allocated to a teach-back intervention or to standard teaching methods to evaluate their effect on memory recall of ACBT. Session one was timed with a stopwatch. Participants returned two hours following completion of session one. Participant's knowledge and performance of ACBT was rated using a specifically developed outcome measure. Outcomes Measures: A 14-point criterion-based assessment tool was developed to measure information recall and performance across five key areas of learning ACBT. Participants were rated during session two. The length of time to complete session one was noted. Results: Analysis of the data showed no statistically significant difference in memory recall between the teach-back and control group, with teach-back taking statistically significantly longer to implement compared to standard teaching methods. University course had no effect on ACBT recall; however participants who spoke English as their first language had statistically significantly better ACBT recall. Conclusion: This study suggests that the teach-back technique does not improve memory recall or performance of ACBT in this population and takes longer to implement.