Empowering Voice Clients Through Teach-Back: A Practical Tool for Voice Clinicians
As voice clinicians, we are actively working with a wide range of clients! From professional singers and voice teachers to individuals who have never thought twice about how their voice works until they experience a problem. While some may have a deep understanding of vocal anatomy and physiology, most have not spent years studying the complexities of vocal health, pathology, and rehabilitation like we have. This knowledge gap can sometimes make it difficult for patients to fully grasp their diagnosis, the rationale behind treatment recommendations, or the steps suggested for recovery. That’s where the teach-back method becomes a powerful tool.
What Is Teach-Back?
Teach-back is a communication strategy that ensures patients understand the information provided to them. Instead of simply asking, “Do you understand?”—which often results in a polite but unhelpful “Yes”—clinicians using teach-back invite the patient to explain what was just taught or reviewed in their own words. This method helps confirm understanding and allows you, the voice clinician, to clarify any misunderstandings in real time.
For an example of teach-back in action, check out this Stanford CME video on the Plain Language Teach-Back Method. While this is not an endorsement, it serves as an additional resource for clinicians to see how this method can be applied in a clinical setting.
How Teach-Back Benefits Voice Clinicians and Their Clients
The teach-back method is particularly useful in our voice sessions, where interventions often require clients to consider deeply ingrained vocal habits or follow structured rehabilitation protocols. Below are a few key ways teach-back can enhance clinical practice:
Ensuring Informed Decision-Making
Many clients with voice disorders are faced with treatment options that may include behavioral therapy, medical management, and even vocal surgery. Teach-back ensures that they understand their diagnosis, the reasoning behind specific recommendations, and the potential risks and benefits of each option. For example, a client with vocal fold pseudocysts may need to weigh the benefits of voice therapy versus surgical intervention. Asking, “Can you explain to me what’s causing your vocal fatigue and how therapy can help?” allows the clinician to assess the client’s understanding and reinforce key points as needed.Increasing Treatment Adherence
Voice therapy success relies heavily on what happens outside of the clinic—how well the client applies vocal exercises, modifies behaviors, and possibly adheres to relative vocal rest or hydration strategies. Teach-back ensures that clients don’t just nod along but can actively describe and demonstrate their home exercises correctly. Instead of saying, “Make sure you practice your straw phonation daily,” the clinician might ask, “Can you show me how you’ll do your straw phonation at home?” This allows for immediate feedback and reinforcement.Enhancing Pre- and Post-Surgical Counseling
For clients undergoing voice surgery, teach-back can demystify the recovery process, helping them set realistic expectations and avoid behaviors that could compromise recovery. A pre-surgical consult using teach-back might include questions like, “Can you walk me through what your first week of recovery will look like?” or “What will you do if you experience discomfort or hoarseness?” Ensuring that clients can verbalize post-operative care instructions can reduce anxiety and improves compliance with recovery protocols.
Case Example: Demystifying Vocal Health Recommendations
Consider a professional voice user diagnosed with vocal nodules. During the initial evaluation, the clinician explains that the nodules are a result of chronic vocal fold collision due to high-impact voice use. However, simply stating this information isn’t enough. To apply the teach-back method, the clinician might ask:
“Can you explain in your own words what’s causing the strain in your voice?”
“What are some strategies we discussed today that can help reduce the strain?”
“How will you modify your speaking or singing habits based on today’s discussion?”
This approach ensures the client not only understands their condition but also recognizes their role in the rehabilitation process. If the voice client struggles to articulate these concepts, you - the clinician - has the opportunity to clarify and adjust your explanations.
Making Teach-Back Part of Everyday Practice
Incorporating teach-back doesn’t require additional appointment time—just a shift in how information is delivered. Here are a few ways to integrate this tool into daily practice:
After explaining a concept, ask your client to restate it in their own words.
Use open-ended questions rather than yes/no confirmations.
Have clients demonstrate vocal exercises instead of just acknowledging instructions.
Provide feedback and reinforce key takeaways.
The goal of teach-back isn’t to quiz clients—it’s to ensure they have the knowledge and confidence to participate actively in their own voice care.
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