Improving refugees’ health literacy: An assessment of the Swedish ‘teach-back’ method at group level

Abstract Background Refugees report lower levels of self-assessed health and underutilize healthcare services compared to host populations. In Sweden, a course in civic orientation is offered all refugees facilitate their establishment help them make informed choices. However, an evaluation the indicates that with literacy do not benefit from same extent. To address this, ‘teach-back' method has been taught about 200 cultural mediators participating EU project ‘MILSA training platform for communication'. This study investigated perceptions communicators implementing Swedish version at group level improved information recall called Förstå Mig Rätt (FMR). Methods The data was collected through semi-structured interviews analyzed by content analysis. Deriving holistic view health, Sørensen's integrated model guided discussion examining how FMR contributed literacy. Results Three themes emerged: (i) Appreciating impact FMR; (ii) valuing role communicator and; (iii) practical challenges FMR. findings demonstrated overall appreciation as it empowered ability discover misunderstandings easier. Nevertheless, sometimes perceived challenging ask retell some even expressed feelings insult. Lack time struggle adapt fit also generated concerns. Conclusions makes its largest contribution improvements second competence outlined (understanding). optimal utilization, groups should be adjusted participant educational while further clarification on when third phase teach-back concept transpire, recommended. Key messages (a ‘teach-back’) can used communication level. use easier detect communicating.