Relevant bibliographies by topics / Teach-back

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teach-back'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Teach-back"

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Farris, Cindy. "The Teach Back Method." Home Healthcare Now 33, no. 6 (June 2015): 344–45. http://dx.doi.org/10.1097/nhh.0000000000000244.

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Anderson, Kathryn M., Sarah Leister, and Ruth De Rego. "The 5Ts for Teach Back: An Operational Definition for Teach-Back Training." HLRP: Health Literacy Research and Practice 4, no. 2 (April 9, 2020): e94-e103. http://dx.doi.org/10.3928/24748307-20200318-01.

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Jager, Andrew J., and Matthew K. Wynia. "Who Gets a Teach-Back? Patient-Reported Incidence of Experiencing a Teach-Back." Journal of Health Communication 17, sup3 (October 2012): 294–302. http://dx.doi.org/10.1080/10810730.2012.712624.

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Peter, Debra, Paula Robinson, Marie Jordan, Susan Lawrence, Krista Casey, and Debbie Salas-Lopez. "Reducing Readmissions Using Teach-Back." JONA: The Journal of Nursing Administration 45, no. 1 (January 2015): 35–42. http://dx.doi.org/10.1097/nna.0000000000000155.

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Kanang, Sri Wahyuni Yunus, Kusrini Kadar, and Rosyidah Arafat. "PROSES TEACH BACK DALAM EDUKASI KESEHATAN : TINJAUAN LITERATUR." Jurnal Ilmiah Keperawatan (Scientific Journal of Nursing) 7, no. 1 (March 29, 2021): 85–96. http://dx.doi.org/10.33023/jikep.v7i1.679.

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ABSTRAK Pendahuluan: Salah satu metode edukasi yang dapat ditawarkan adalah metode teach-back yang merupakan edukasi dua arah yang meminta pasien untuk menjelaskan kembali informasi yang diberikan. Perawat sebagai lini terdepan dalam pelayanan kesehatan perlu mengetahui metode yang tepat untuk memberikan edukasi pada pasien agar pasien mudah paham dan bisa mengaplikasikan. Tujuan dari penulisan Literature review ini adalah untuk memberi pemahaman akan proses edukasi menggunakan metode teach-back dalam edukasi kesehatan. Metode penyusunan literatur review ini mengikuti panduan PRISMA. Pubmed, Science Direct, Wiley Online, Proquest, dan Google Scholar adalah database yang digunakan dalam mengumpulkan artikel dengan kata kunci yang relevan. Hasil diperoleh lima artikel penelitian yang sesuai dengan kriteria inklusi. Artikel penelitian mengemukakan proses atau langkah-langkah yang dapat dilakukan untuk melaksanakan edukasi dengan metode teach-back. Kesimpulan pelaksanaan metode teach-back lebih banyak dilakukan dengan melakukan pelatihan teach-back pada staf. Selain itu metode teach back juga banyak dikombinasikan dengan strategi edukasi lainnya sehingga teach-back dijadikan sebagai bentuk evaluasi edukasi kesehatan. Kata Kunci: Proses, Tenaga Kesehatan, Teach Back
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Zhang, Weizheng. "The Effects of Teach Back Method on Caregivers’ Strain in Handling Patients with Prolonged Immobilization." African Journal of Health, Nursing and Midwifery 4, no. 6 (December 30, 2021): 139–53. http://dx.doi.org/10.52589/ajhnm-iynvjnmh.

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Background: Caregivers’ strain mainly comes from lack of relevant care knowledge and nursing skills. Traditional health education is just a one-way information transmission mode without evaluation and feedback. Objective: To help caregivers’ memory, the researcher utilized a quasi-experimental design to measure the effectiveness of the teach-back method on caregivers’ strain in handling patients with prolonged immobilization. Method: A total of forty caregivers were averagely assigned into treatment (Teach-Back) and comparison group (traditional). Participant’s Data Sheet, The Zarit Burden Interview and Teach Back Assessment Tool was used to gather data. Results: There was a significant difference in caregivers’ strain before and after the Teach-Back Method in treatment (p<0.001) and comparison group (p <0.001). Likewise, a significant difference existed after the Teach-Back Method in the treatment group (p <0.001). Conclusion: The Teach-Back Method is an effective intervention in reducing caregivers’ strain in handling patients with prolonged immobilization.
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Hong, Young-Rock, Ara Jo, Jinhai Huo, Michelle I. Cardel, and Arch G. Mainous. "Pathways of Teach-Back Communication to Health Outcomes Among Individuals With Diabetes: A Pathway Modeling." Journal of Primary Care & Community Health 13 (January 2022): 215013192110666. http://dx.doi.org/10.1177/21501319211066658.

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Teach-back method can help promote interactive communication between patients and providers. However, the mechanism of how teach-back operates in routine care is uninvestigated. Using pathway analysis, we explored the potential pathways of patient teach-back to health outcomes among individuals with diabetes. Study sample included 2901 US adults with diabetes ascertained from the 2011 to 2016 Longitudinal Medical Expenditure Panel Survey. Our pathway model analysis showed that patient teach-back was associated with better interaction with providers, shared decision-making, and receiving lifestyle advice. Teach-back had a direct negative effect on condition-specific hospitalization and indirect negative effects through lifestyle advice and diabetic complication. Teach-back method may promote active interactions between patients and providers by creating an opportunity to be more engaged in shared decision-making and receive additional health advice from providers. These improvements seem to be associated with a reduction in risks for complications and related hospitalization.
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Shatia, Gelan, Omayma Okby, and Taghreed Omar. "Review Article about Teach Back Method." Menoufia Nursing Journal 7, no. 2 (November 1, 2022): 91–94. http://dx.doi.org/10.21608/menj.2022.257871.

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Miller, Shelley, Margaret Lattanzio, and Susan Cohen. "“Teach-back” from a patientʼs perspective." Nursing 46, no. 2 (February 2016): 63–64. http://dx.doi.org/10.1097/01.nurse.0000476249.18503.f5.

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Ghoneim, Azza A., and Aml AbdElrazk Fathalla. "A randomized control trial: Effects of teach back method on self-efficacy among mothers of children with congenital heart defects." Journal of Nursing Education and Practice 8, no. 7 (March 14, 2018): 106. http://dx.doi.org/10.5430/jnep.v8n7p106.

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Background/Objective: Congenital Heart Defects (CHD) remain a major health concern all over the world particularly Egypt where the prevalence of CHD is 1.0 per 1,000. Nurses are instrumental in supplying information. The teach-back method is a technique used for improving patient understanding and outcomes. This study aimed to evaluate the effect of teach back method on self-efficacy and satisfaction among mothers of children with congenital heart defects.Methods: The design of this study was randomized control trail. A sample of 60 children with congenital heart defects and their mothers participated in this study. It conducted at Menofia University hospital. Tools of this study included Self Efficacy Scale; Teach back Discharge Education Audit and Satisfaction Assessment.Results: The current study revealed that the majority of nurses were unfamiliar with teach-back method and there was significant difference between mothers in the experimental and control groups regarding their self-efficacy.Conclusions: This study concluded that mothers who received discharge instructions through teach back method had increased self-efficacy and high level of satisfaction. Therefore, pediatric nurses should integrate teach back method as a routine nursing intervention in the discharge plan for children with congenital heart defects.
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Dissertations / Theses on the topic "Teach-back"

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Andersson, Annelie, and Anna-Karin Wiewegg. "Metoden teach-back stärker patientens egenvårdsförmåga : En litteraturstudie." Thesis, Örebro universitet, Institutionen för hälsovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-73009.

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Ullman, Eva. "En beskrivning av metoden Teach-back : en litteraturstudie." Thesis, Ersta Sköndal högskola, Institutionen för vårdvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-4875.

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Bakgrund: Många studier kan påvisa behovet av kommunikation och information mellan vårdare och patient oavsett profession.Tidsbrist och allt mer slimmade organisationer,med en ökande åldrande befolkning ställer ökade krav på förmåga och kunskap om kommunikation. Andra försvårande omständigheter är språkliga barriärer med en befolkning där alla inte har svenska som sitt modersmål. Teach –back är en metod som säger sig underlätta och stödja en kommunikation för att säkerställa informationen mellan patienter och vårdare. Den syftar också till att öka förutsättningarna för egenvård. Eftersom det är ett viktigt område inom omvårdnad syftar litteraturstudienatt ta reda på vad som finns beskrivet avseende Teach –back. Syfte: Att beskriva användningsområden för metoden Teach –back. Metod: Litteraturstudie baserad på åtta vetenskapliga artiklar. Resultat: Resultatet presenteras i följande teman. Det första temat är hälsolitteracitet och förstå given information och det andra är att säkerställa processen mellan vårdgivare och hemmet. Det tredje temat är att sjuksköterskans insikt om patienters kunskap om den egna hälsan. Analysen visar att inga slutsatser kan dras att Teach-back främjar omvårdnad. Däremot finns det resultat som bekräftar att Teach-back skapar förutsättningar för patient medverkan Diskussion: De delvis motstridiga uppgifterna och att de kan vara olika faktorers som styr resultatet gör att det är svårt att påvisa att Teach-back är lösningen för en kvalitetssäkrad kommunikation.
Background: Academic studies tend to demonstrate the need of communication and exchange of information between the health care provider and the patient, this regardless of the profession and socioeconomic background of the caretaker. Lack of time as well as the increased pressure of trimming the economic costs combined with an aging population creates a higher demand on the skills and knowledge of communication. Moreover our modern sociality is presenting some language barriers because of a growing part of the population whom does not have Swedish as their mother tongue. Teach -back is a method that claims to support a method of communication to ensure the quality of information between patients and care givers. Teach-back as a method also aims to enhance the ability of self-care for the patient. Self-care is regarded as an important area of ​​nursing, therefore the review of the literature in this study intends to map out all of the academic literature there is about the method Teach –back. Aim:To describe the uses for the method Teach-back. Method: A literature study based on eight scientific articles. Results: The result is presented in three following themes. The first theme are healthliteracy and understanding given information and the other is to ensure the process between the healthcare provider and the caretaker. The third theme are nurse’s understanding of the patient’s knowledge about their own health status. The analysis shows that no conclusions can be drawn regarding whether the teach-back method furthers the care or not. However, there are results confirming the fact that Teach-back creates a good environment for patient involvement. Discussion: The partly conflicting results that have emerge from the literature which shows that there may be different factors that have an effect on the outcome, making it difficult to conclude that the Teach-back method is the solution for assuring the quality of the communication.
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Orr, Tamara J. "Evaluation of Use of Teach-Back for Patient Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6259.

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The focus of this quality improvement doctoral project was the evaluation of an organization's standardized use of the teach-back process for patient education implemented in February 2018. Teach-back is a process in which the patient restates the key concepts for self-management, so the nurse can assess the effectiveness of the teaching and learning process. The practice-focused question compared 4 questions on the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey with literature and recommendations from major health care organizations. The Iowa Model was used to guide the project. The literature review was completed using the Cumulative Index to Nursing and Allied Health Plus with full text database of peer-reviewed articles published between 2013 and 2018. The standardized HCAHPS scores for 4 identified questions from 6 months of preimplementation and postimplementation of the teach-back process were compared using an independent t-test to determine whether the teach-back method improved satisfaction scores. No statistically significant change was noted in the postimplementation scores compared with scores prior to the implementation of teach-back. Potential reasons for lack of improvement may include lack of nurse readiness, insufficient communication for nurse involvement, and lack of support for the evidence-based practice. Although the results did not show significant improvement in the 4 selected questions, opportunity exists for continued work to standardize the use of teach-back process to improve communication about medications and care transitions for patients preparing for discharge to home. Improved patient understanding may improve outcomes and promote positive social change.
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Chukwuocha, Udoka C. "The Efficacy of the Teach-Back Method on Hypertension Patients." Thesis, Brandman University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426078.

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Hypertension is a common public health problem. Lack of self-care practices and non-adherence to treatment plans are among the primary reasons for the increasing cases of the condition. The project assessed the teach-back method and the reliability of assessment tools in improving health literacy and hypertension management among adult patients with hypertension. Effective patient education is critical for the control and treatment of hypertension. A convenience sampling was used to recruit patients with hypertension (N=16) in a primary care facility. A quantitative descriptive pre and post study design ascertained the effectiveness of the teaching intervention. Participants received face-to-face teach-back educational sessions accompanied by American Heart Association’s Understanding and Controlling your High Blood Pressure. The Healthcare Effectiveness Data and Information Set (HEDIS) guideline and the Hypertension Knowledge-Level Scale (HK-LS) were valuable in measuring outcomes before and after the intervention. There was a statistically significant improvement in median HK-LS from pre-intervention (52% IQR: 36%, 66%), to post-intervention (95% IQR: 86%, 100%, Z=-3.521, p < .001). Also, 50% of the participants met the HEDIS BP guidelines of BP less than 140/90 at post-intervention whereas none had met the target pre-intervention. The findings indicate the teach-back method to be effective in improving hypertension knowledge and BP control in this population. Healthcare providers should employ an easy to understand patient educational tool to optimize patient understanding and ability to adhere to their hypertension regimen.

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Kerr, Mariann. "Teaching Strategies to Prepare Prelicensure Nursing Students to Teach-back." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/hpd_con_stuetd/28.

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Background: Prelicensure nursing programs prepare generalists with essential knowledge, skills, and attitudes to practice in complex health care environments. Nurse educators determine which teaching strategies will best prepare the nurse generalist. Purpose: The purpose of this study was to determine the effectiveness of a teaching plan that combined the strategies of pretest/posttest, classroom activities, and a problem-based learning activity: a clinical immersion experience. The skill of "teach-back" was taught and evaluated. Theoretical framework: Two theories guided the teaching plan for this research. Adult learning theory (Knowles, 1975, 1980, 2012) addressed how and why adults learn, and social cognitive theory (Bandura, 1977, 1986) described teaching strategies that assisted the adult learner to gain knowledge. Methods: A non-experimental design divided consenting participants were into intervention (n = 21) and control groups (n = 11). The Health Literacy Knowledge and Experience Survey (Cormier, 2006) was used to pretest/posttest for attainment of knowledge related to teach-back. The Communication Assessment Tool (Makoul, Krupat, & Chang, 2007) was used by standardized patients to evaluate the participants' ability to perform a teach-back. Results: The results of this study provided evidence that posttest scores improved for both intervention and control groups (n = 32). Twenty-seven participants performed a teach-back with evaluation. The results did not indicate a significant difference between groups in performing the skill of teach-back. Conclusion: There was little difference in posttest scores for groups and participants' ability to perform a teach-back, indicating that both groups gained knowledge and skill from the teaching strategies.
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Hoffman, Laura. "Teach-Back Process as a Best Practice in Patient Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6580.

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Limited health literacy is a national problem. Nurses are in a position to address patients' limited health literacy skills using a universal precautions approach through the teach-back process. The purpose of this project was to plan a program to educate nurses on best practices in patient education. The theoretical framework informing this work was Bandura's social cognitive theory, which asserts that increases in knowledge and self-efficacy are precursors to affecting behavior change. The logic model was used to guide the project planning processes. Evidentiary sources included literature obtained online and through database searches, input from a team of experts and institutional stakeholders, and surveys from project participants. Ongoing evaluation analyses of team members' feedback allowed for real-time changes to program content and meeting logistics. Team members' agreement about the meaningfulness of the project's goal, activities, and leader effectiveness revealed a mean score of 4.64 out of 5. Team members indicated that teach-back could improve patients' self-management ability and understanding of disease processes. The project outcome was a nurse education toolkit containing easy access to comprehensive learning resources tailored for use at a critical-access hospital. Nurses can positively impact social change by honing skills in the teach-back process as a way to evaluate patients' understanding of self-management and understanding of disease processes. The patients' understanding of educational materials pertinent to their disease process, self-care, and discharge is vital to their well-being and safety in the post hospital environment.
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Sizer, Mary Elizabeth. "Staff Education for Registered Nurses Using the Teach-Back Method." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5656.

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This purpose of this quality improvement project was to develop an educational training curriculum designed for staff nurses to use the teach-back method with patients with low health literacy during discharge instructions. Health literacy is associated with the ability to read, comprehend, and make appropriate healthcare decisions; the teach-back method asks patients to restate or explain health information in their own words, aiding retention and literacy. Effective staff education plays a critical role in the education of patients during discharge teaching: Nurses must help to ensure that patients and their families understand healthcare information and apply this information in their daily lives. The program was planned in an ambulatory care setting and used conceptual frameworks including the Iowa model and the Plan-Do-Study-Act cycle for quality improvement. The program was informed by evidence in the peer-reviewed literature. The curriculum was contextualized by needs of the care setting. The evidence was organized and analyzed using a review matrix to identify common findings among major studies that were applicable to the context. As an aid to operationalization of the program, an implementation plan and an evaluation plan were developed for use by the institution to move the program forward without additional planning. This project may effect positive social change by addressing a health care need that exists throughout the population and is prevalent in those of lower socioeconomic status. Increasing health literacy among patients is likely to promote improved health outcomes among those who are most vulnerable to illness.
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Hou, Xiaolu. "The Implementation of Support Calls in a Pilot Childhood Obesity Intervention." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/75047.

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Low health literacy in parents has been linked to increased obesity risk for their children. When providing information to patients with low health literacy, teach-back (TB) and teach-to-goal (TTG) methods are recommended, but no studies have examined the degree to which TB/TTG strategies can be implemented with fidelity in community-based programs. A study was conducted to determine if type of delivery staff (community or research) is related to implementation fidelity; the degree to which TB/TTG methods are necessary for parent/caregiver understanding of childhood obesity learning objectives; and if baseline parent/caregiver health literacy level is related to support call response. Ninety-four families with overweight/obese children aged 8-12 years were enrolled in a pilot childhood obesity intervention that included 6 bi-weekly parent/caregiver support calls integrating TB/TTG methods into a 5 A's approach. Research partners (n=2) delivered all calls in Wave 1. During Waves 2 and 3, community staff (n=5) delivered a majority of calls with training and support from research staff. ). Average completion rate across calls was 62% and did not differ according to participant health literacy level. Community partners were more likely than research partners to complete calls with participants (68% versus 57%), but this trend was not significant. Both research and community partners adhered to call scripts with high fidelity (97% versus 98%). A significant main effect of health literacy level on TB/TTG performance was found for Call 1 and Call 3 during Wave 1 and for Call 1 during Waves 2 and 3 of iChoose (p<0.05, 0.01, and 0.05). An interaction effect of health literacy level and question number was found for Call 3 during Wave 1 only (p<0.05). For all calls in which TB/TTG performance differed significantly by health literacy level, participants with adequate health literacy were found to have better performance. Following the program, participants expressed they felt satisfied and comfortable with follow-up calls (9.1 (2.0) and 9.5 (1.2) on a 10-point scale), while agreeing that calls helped improve their eating and PA habits (8.1 (2.6) and 7.5 (2.7)) and helped them learn class material better (8.1 (2.7)). Trained community partners were able to deliver the same support call content with similarly high fidelity, completion, and acceptability. Although participant baseline health literacy level had less impact on the need for TB/TTG and on program perception than we anticipated, our findings open up different possibilities to utilize these strategies while using precious resources more efficiently.
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Ross, Denise Joyce. "The Effects of the Teach Back Method on Heart Failure Patients." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253540.

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Heart failure affects over 600,000 persons annually across the U.S. The chronic nature of heart failure requires treatment and adequate patient education to prevent exacerbations and frequent readmissions. Health care dollars are expected to increase to $70 billion by the year 2020 to treat heart failure and chronic conditions. A quality improvement project was done within the 300-bed acute care hospital in west Texas. The heart failure patients continue to have frequent readmissions to the critical care unit that coincides with the national average at 21%. The Transformational Learning Theory was used to assess adult learning readiness for knowledge and health behavior change. The purpose of the project involved using the Teach back method as the education process with the Living Well with Heart Failure (2015) booklet as the teaching tool on (n=30) heart failure participants. The Quality of Life (QOL) measurement was analyzed using the Minnesota Living with Heart Failure Questionnaire survey. The project was a pre/posttest design which used SPSS analysis of the test scores. A paired sampled t-test was completed to determine if any significant differences existed between the tests. The results of the pre-scores (M=59.2, SD=17.2) and post scores (M=62.1, SD=17.9) determined the scores were not statistically significant, although the post test scores were higher with the determination of QOL. The readmission rate remained equivalent to 20%. Tools are necessary for measuring QOL in heart failure patients to assess learning or depression.

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Haire, Tracey Marie. "Alleviating Discharge Confusion for Older Patients Using the Teach-Back Method." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3684.

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Discharge instructions and medication directions can be overwhelming for older adults, which can lead to potential medication errors, noncompliance, readmissions, and patient safety concerns. At a specialty lung clinic, the goal is to improve patient safety and to decrease the chance of errors by standardizing the discharge process via a Teach-Back education policy and protocol. Without consistency, there is a potential for mistakes and misunderstandings. The Agency for Healthcare Research and Quality (AHRQ) and the Institute for Healthcare Improvement (IHI) considers the Teach-Back discharge method as best practice and should be considered universal practice among health care workers. Using the Always Use Teach-Back Toolkit for education and evaluation provided strategies and resources for the project. Five nurse practitioners and a physician assistant, who are responsible for discharge instructions, participated in the study by viewing an online teaching module and completing written surveys. The Conviction and Confidence Tool revealed 100% of the clinicians agreed that Teach-Back education was '10-Very Important' and were '10-Very Confident' in their abilities to apply the Teach-Back methods using a 1-10 Likert scale. Likewise, the practitioners showed significant improvements when comparing the pre-implementation and one-month, post-policy implementation, as indicated in the paired t test of the second part of the Conviction and Confidence Teach-Back Tool. Nursing plays a pivotal role in positive social change by using an evidence-based education method, which improves patient care through medication compliance and decreased readmission rates, thus showing significant transformation in chronic health management.
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Books on the topic "Teach-back"

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Looking back: Thirty-two people facing death teach us how to live. New York: Wyeth Hall Press, 1996.

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A, Habada Patricia, ed. Ten who came back: Their own stories and what they can teach us about reclaiming our friends and family. Nampa, Idaho: Pacific Press Pub. Association, 1998.

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Cullen, Sarah. I Teach Kids to Talk Back: College Ruled Lined Paper. Independently Published, 2019.

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RUGG, Michael. Family Refrigerator Inventory List: Teach Love Inspire Teacher Appreciation Back to School. Independently Published, 2021.

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Publishing, Creative Juices. I Teach Kindergarten Super Heroes: Kindergarten Teacher Funny Back to School Appreciation Journal. Independently Published, 2018.

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Karen, Karen. Teach Your Heart Out: Funny Back to School Teaching Blank Lined Note Book. Independently Published, 2019.

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Serna, Sandra. I Teach Preschool Superheroes Back to School Teacher / Notebook CollegeRuled Line / Large 8. 5''x11''. Independently Published, 2021.

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Publishing, Creative Juices. I Teach 4th Grade Super Heroes: Fourth Grade Teacher Back to School Appreciation Class Planner. Independently Published, 2018.

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SLP, The Happy. I Teach Kids To Talk Back: Speech Therapy Notebook | SLP and SLPA Gift | White Floral. Independently Published, 2019.

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RIEDER, Barry. I Teach Kids to Talk Back - Speech-Language Pathologist Journal Line - Purple Paperback Cover - 140 Pages. Independently Published, 2022.

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Book chapters on the topic "Teach-back"

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Chazon, Esther G. "Looking Back: What The Dead Sea Scrolls Teach Us About Biblical Blessings." In The Hebrew Bible in Light of the Dead Sea Scrolls, 155–71. Göttingen: Vandenhoeck & Ruprecht, 2011. http://dx.doi.org/10.13109/9783666535550.155.

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Hultman, Martin. "The Process of Ecologisation: Is Schwarzenegger Back to Teach Us Something New?" In Men, Masculinities, and Earth, 169–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54486-7_7.

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Tung, Chiung-ling, Chiou-hui Chou, Su-jiann Yang, and Chiu-pin Lin. "Applying the Teach-Back Method and Mobile Technology to Support Elementary Students’ Mathematics Problem-Solving Strategies." In Emerging Technologies for Education, 10–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38778-5_2.

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Quicke, Donald L. J., Buntika A. Butcher, and Rachel A. Kruft Welton. "Population modelling including spatially explicit models." In Practical R for biologists: an introduction, 303–21. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789245349.0026.

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Abstract R is an open-source statistical environment modelled after the previously widely used commercial programs S and S-Plus, but in addition to powerful statistical analysis tools, it also provides powerful graphics outputs. R can be used for some quite fast modelling jobs but its speed is nowhere near that of a compiled programming language such as C++. This chapter shows how user-defined functions can be used to perform highly repetitive jobs efficiently, and demonstrates various mathematical functions. The first example shows how a vector can be incremented and the calculated points plotted on a graph as the simulation proceeds. The second example runs a loop, and each time passes values to a user-defined function, and receives back multiple values from that function, which it then stores for plotting later. The third example is necessarily more complex and shows how R code can be used to carry out spatially explicit analyses. Finally, a simple example shows how R can be used to teach how evolution takes place, even in the absence of natural selection due to genetic drift and population bottle-necking.
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Quicke, Donald L. J., Buntika A. Butcher, and Rachel A. Kruft Welton. "Population modelling including spatially explicit models." In Practical R for biologists: an introduction, 303–21. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789245349.0303.

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Abstract R is an open-source statistical environment modelled after the previously widely used commercial programs S and S-Plus, but in addition to powerful statistical analysis tools, it also provides powerful graphics outputs. R can be used for some quite fast modelling jobs but its speed is nowhere near that of a compiled programming language such as C++. This chapter shows how user-defined functions can be used to perform highly repetitive jobs efficiently, and demonstrates various mathematical functions. The first example shows how a vector can be incremented and the calculated points plotted on a graph as the simulation proceeds. The second example runs a loop, and each time passes values to a user-defined function, and receives back multiple values from that function, which it then stores for plotting later. The third example is necessarily more complex and shows how R code can be used to carry out spatially explicit analyses. Finally, a simple example shows how R can be used to teach how evolution takes place, even in the absence of natural selection due to genetic drift and population bottle-necking.
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Kuo, Ming, Matthew H. E. M. Browning, and Milbert L. Penner. "Refueling Students in Flight: Lessons in Nature May Boost Subsequent Classroom Engagement." In High-Quality Outdoor Learning, 67–94. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_4.

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AbstractTeachers wishing to offer lessons in nature may hold back for fear of leaving students keyed up and unable to concentrate in subsequent, indoor lessons. This study tested the hypothesis that lessons in nature have positive—not negative—aftereffects on subsequent classroom engagement. Using carefully matched pairs of lessons (one in a relatively natural outdoor setting and one indoors), we observed subsequent classroom engagement during an indoor instructional period, replicating these comparisons over 10 different topics and weeks in the school year, in each of two third grade classrooms. Pairs were roughly balanced in how often the outdoor lesson preceded or followed the classroom lesson. Classroom engagement was significantly better after lessons in nature than after their matched counterparts for four of the five measures developed for this study. This nature advantage held for teacher ratings; third-party tallies of ‘redirects’ (the number of times the teacher stopped instruction to direct student attention back to the task at hand); independent, photo-based ratings made blind to condition; and a composite index of classroom engagement, but not for student ratings. The nature advantage held across different teachers and held equally over the initial and final five weeks of lessons. The nature advantage was large: after a lesson in nature, ‘redirects’ were roughly half as frequent, allowing teachers to teach for longer periods uninterrupted. In 48 out of 100 paired comparisons, the nature lesson was a full standard deviation better than its classroom counterpart; in 20 of the 48, the nature lesson was over two standard deviations better. Because the pairs of lessons were matched on teacher, class (students and classroom), topic, teaching style, week of the semester, and time of day, the advantage of the nature-based lessons could not be attributed to any of these factors. It appears that, far from leaving students too keyed up to concentrate afterward, lessons in nature may leave students more able to engage in the next lesson. Such “refueling in flight” argues for including more lessons in nature in formal education.
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Antony, Louise. "Back to Androgyny: What Bathrooms Can Teach Us About Equality." In Only Natural, 299–318. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780190934361.003.0011.

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Abstract Feminism strives to establish equality between the sexes—but what would such equality consist in? This essay embraces an option described by Richard Wasserstrom—viz., an ideal of gender equality according to which sexual difference has no more systematic social significance than eye color currently does. The essay contends that, since gender itself is a social system that brings into concordance sets of properties that have no natural or rational connection to each other, gender equality in the preferred sense requires the elimination of gender. The essay concludes by considering and responding to several objections to this conception of equality as applied to gender.
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Robinson, Lucy. "Zines and history: zines as history." In Ripped, torn and cut, 39–54. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526120595.003.0003.

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Fanzines serve as portal back in time, but also as examples of history being created. Professor Robinson asks what fanzines can teach the historian, both in terms of methodology and in archiving the past.
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Bonura, Sandra E. "Ida’s Heritage, 1862–1914." In Light in the Queen's Garden. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866440.003.0002.

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This chapter traces Ida’s heritage back to Pope’s first Plymouth Colony ancestor, Thomas Pope. It covers her formative years and takes her through her time at Oberlin College. It ends with her acceptance of a teaching position from the American Board of Commissioners for Foreign Missions (ABCFM) to teach in a boarding school in Honolulu, the Kawaiahao Seminary for Girls
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Runyon, Randolph Paul. "Go West." In The Assault on Elisha Green, 135–42. University Press of Kentucky, 2021. http://dx.doi.org/10.5810/kentucky/9780813152387.003.0014.

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Ella Gould discovers her husband's affection for Texie Head and writes her a letter asking her to give him up. George Gould finds a similar position with a girls' school in Las Vegas, New Mexico. He takes up his new responsibilities in late July, bringing his mother and his son George and hiring Bristow to teach. He asks Texie to teach too, but she declines, thinking Ella would her life there uncomfortable, not realizing that George had left his wife behind in Kentucky. This chapter details Las Vegas's history and geographical situation. On September 12, he learns by telegram that Ella has brought up charges of adultery, alcoholism, and abandonment before the Methodist Conference and that he must return for a church trial in October. He hurries back to Kentucky, leaving the impression in Las Vegas that he was simply returning to fetch his wife.
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Conference papers on the topic "Teach-back"

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Sherman, Steven, Benjamin Larson, Jeffrey A Bohler, and E. Fran Smith. "Using Teach Back to Overcome Pandemic Learning Gaps." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4963.

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Aim/Purpose The purpose of this paper is to address the issue of gaps in students’ knowledge at the time they enter a comprehensive Information Systems capstone course. This problem of knowledge gaps was exacerbated by the forced remote learning and isolation caused by the COVID-19 pandemic. The aim was to find a technique that would identify and fill those gaps. Ideally, the method would also reinforce the students’ interpersonal soft skills. Background Many universities have a capstone course where students may apply their knowledge from the curriculum to a project, and they are evaluated on their retention of knowledge from the core classes. Over the past two years, students have experienced course interruptions and modifications due to the pandemic, resulting in learning gaps on topics covered in the core courses. Depending on the project’s scope and curriculum, this may prevent students from conversing on many essential concepts during the capstone course. By requiring students to create “Teach Back” tutorials on materials from their core courses, faculty may ensure that the key concepts are discussed multiple times within the curriculum. Methodology We present a case study to identify key concepts and compare cohort results before and after implementation. Contribution A process for identifying potential knowledge gaps is identified, and a method to repeatedly expose students to concepts is introduced. Findings There were improvements to the overall capstone scores after the tutorial implementation. While many factors influence changes in scores across cohorts, the initial findings are promising, supporting the concept that teaching back helps to close knowledge gaps. Recommendations for Practitioners Faculty should collaborate to identify knowledge areas that need to be reinforced later in their students’ academic careers. Teaching back essential concepts that may not be prioritized in implementing a capstone project ensures a repeated exposure to the identified concepts. Recommendations for Researchers There needs to be a priority to teach students to be lifelong learners and to teach the skills needed to share their knowledge with future coworkers. There needs to be more research into a pedagogy that builds these essential soft skills within our curriculum. Finally, research into alumni feedback on course topics and pedagogy is needed. Impact on Society Introducing pedagogy that improves both knowledge and soft skills, this research looks to build individuals who will learn independently and be able to communicate with and improve others. Future Research There needs to be additional research to study the changes in technical knowledge before and after Teach Back, the consequences of elective sequencing, the consideration of elective versus required courses, and the use of Teach Back to capture student knowledge gained from completing diverse electives prior to the capstone course.
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Weiss, Peter Eliot, and Rex Wu. "Back to the basics: Developing a systematic method to teach communication." In 2016 IEEE Professional Communication Society (ProComm). IEEE, 2016. http://dx.doi.org/10.1109/ipcc.2016.7740511.

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Paton, Michael, Francois Pomerleau, and Timothy D. Barfoot. "Eyes in the Back of Your Head: Robust Visual Teach &amp; Repeat Using Multiple Stereo Cameras." In 2015 12th Conference on Computer and Robot Vision (CRV). IEEE, 2015. http://dx.doi.org/10.1109/crv.2015.16.

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O’Mahony, E., J. Kenny, J. Hayde, and K. Dalton. "4CPS-267 Design, implementation and evaluation of a medication counselling service by pharmacists using teach-back at hospital discharge." In 26th EAHP Congress, Hospital pharmacists – changing roles in a changing world, 23–25 March 2022. British Medical Journal Publishing Group, 2022. http://dx.doi.org/10.1136/ejhpharm-2022-eahp.242.

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Van Gastel, Alexander, Sander Zelck, Sofia Scataglini, and Stijn Verwulgen. "Combining Motion Capture with Vibrotactile Feedback for Real-Time Posture Correction." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001906.

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Container lashers are at a significant risk of developing musculoskeletal diseases (MSDs) when working at port facilities. Repetitive strain injuries (RSIs) to the back, shoulders, wrists, and hands, in particular, are widespread. This work investigates the ability of a closed-loop vibrotactile motion guidance (VMG) system to teach an ergonomics-focused approach. The taught technique was developed for tensioning and loosening turnbuckles, an important step in container lashing. During five sessions, two groups, each with three participants, were observed. Participants' initial ability was tested in a baseline session. During this session, participants only receive auditory feedback. A VMG device is used to instruct the experimental group during the next three sessions. Traditional auditory feedback is used to teach the control group. Finally, neither group will wear the VMG device during the follow-up session. The findings of this study suggest that both VMG and auditory feedback training are effective training strategies for reducing postural error state (Wilcoxon Signed-Rank, p < 0.05). However, results suggest that VMG does not provide a significant error state reduction compared to auditory feedback training (Mann-Whitney, p > 0.05).
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Terán, Teresita. "From kindergarten to elderly people. A macro view of the teaching of statistics." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17306.

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The purpose of this paper is to show how we can teach Statistics at all levels of life. Applying the qualitative method of participative observation I will present the outcomes obtained in many years of teaching. When the education law was implemented, statistics was incorporated into the math programs, but the teachers, as in their curriculum did not have statistics, had no knowledge about it; they need training and that was a great challenge. So, professors of statistics from the university were called to capacitate teachers. I was one of them. I taught statistics to kindergarten teachers and the results were amazing, then to teachers of initial and secondary level. I will present some papers done by the students since the practice was the feed-back with the students in the classrooms. As a university professor I am in charge of Biostatistics at the Faculty of Veterinary Sciences of the National University of Rosario. I also teach on postgraduate courses of Statistics and to elderly people as extension function. This macro vision of teaching statistics and the results show how the teaching of statistics has no age limits.
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Hays, James O., and Anne M. Hays. "How to Go Cruising." In SNAME 11th Chesapeake Sailing Yacht Symposium. SNAME, 1993. http://dx.doi.org/10.5957/csys-1993-015.

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What follows is based upon our own experience and observations while cruising to the Hudson River and the Great Lakes, up and down the East Coast to Maine and around to the west coast of Florida, and across the Gulf stream to the Bahamas and twice to the Caribbean. We are well aware that we have not learned everything that the cruising life has to teach -and we hope to go back for further lessons. our goal is simply to pass along whatever we have learned that might be of interest to others who may wish to go cruising, and we ask you to read it in that context.
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Korsbakke Emtekær Hæsum, Lisa, and Ole Kristian Hejlesen. "Development of an Interactive Communication Model with Integrated Teach-Back – using a web-based IT solution to create synergy between research and practice." In 18th Scandinavian Conference on Health Informatics. Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp187018.

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Smakman, Matthijs, Koen Smit, Eline Lan, Thomas Fermin, Job van Lagen, Julia Maas, David van Vliet, and Sam Leewis. "Social Robots for Reducing Mathematics Hiatuses in Primary Education, an Exploratory Field Study." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.46.

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Since the outbreak of COVID-19 schools have gone into lockdown and teachers have had to teach pupils online from home. When pupils go back to school, standard, contemporary learning methods do not seem to be enough to reduce incurred hiatuses. Social robots are slowly becoming an integral component of our society and have great potential as educational technology. This study explores how social robots in classrooms can contribute to reducing mathematics-related hiatuses in Dutch primary education (pupils from four till twelve years old). A social robot as a tutor is evaluated by means of a field study with children (n = 43) to compare a class working with the robot, to a class working without the robot. Multiple factors on learning effect are taken into account by using a survey. Our results demonstrate that a robot can take the role of a tutor and practice with pupils. The results are of interest to researchers in the field of human-robot interaction as well as to educational institutes who wish to understand the implications of adopting robots in education.
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Iino, Kenji, and Masayuki Nakao. "Explicit Evaluation of Design Readiness for Student Refinement of Conceptual Design." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10217.

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Abstract Students at three graduate schools of mechanical engineering and adult groups in Japan have been taking conceptual design courses the authors teach. Among the three graduate schools, the 24 hour course, at the University of Tokyo, spread over 13 classes during 4 months, takes the students all the way from identifying their design goals, generating ideas, refining their designs, to building prototypes. The adult course students also spend long hours of building prototypes. Despite strong encouragement by the instructors for detail design, the students often leave their design concepts at rough stages without refining their ideas to the detail level needed for prototype building. Building a prototype from a design concept that is not fully expanded often results in efforts that lead to failure and retrial. Such back and forth between concepts and physical trial is unavoidable in design, however, if possible they better be kept at the minimum. The instructors, in their efforts to better motivate students to refine the designs, developed a metric “Level of Readiness (LOR) index” for evaluating how refined a design is. Students are better motivated to reach higher scores and this index that evaluate the quality of their designs, in terms of how detail they are, in numbers serves as a better incentive for the students than words from the instructors.
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Reports on the topic "Teach-back"

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Kirichek, Galina, Vladyslav Harkusha, Artur Timenko, and Nataliia Kulykovska. System for detecting network anomalies using a hybrid of an uncontrolled and controlled neural network. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3743.

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In this article realization method of attacks and anomalies detection with the use of training of ordinary and attacking packages, respectively. The method that was used to teach an attack on is a combination of an uncontrollable and controlled neural network. In an uncontrolled network, attacks are classified in smaller categories, taking into account their features and using the self- organized map. To manage clusters, a neural network based on back-propagation method used. We use PyBrain as the main framework for designing, developing and learning perceptron data. This framework has a sufficient number of solutions and algorithms for training, designing and testing various types of neural networks. Software architecture is presented using a procedural-object approach. Because there is no need to save intermediate result of the program (after learning entire perceptron is stored in the file), all the progress of learning is stored in the normal files on hard disk.
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