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The study aimed to explore how healthcare professionals learn Teach Back within an acute hospital setting, and how this learning is experienced and enacted in everyday clinical practice.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>This qualitative study invited staff in two healthcare settings that had partaken in a Teach-Back method training program. Participants included 18 healthcare professionals and four first-line managers. Data were generated through interviews conducted in the beginning and after the training program, and through observations of clinical encounters when applying the Teach-Back method. Data were analyzed using reflexive thematic analysis.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Learning Teach-Back was identified as a multilevel workplace learning process that developed through interactions between individual experiences, interpersonal learning processes, organizational engagement, and workplace conditions. This was reflected in four interrelated themes: (1) Individual level: Learning by doing and experiencing Teach-Back: authentic Teach-Back encounters with patients were critical for skill development but could trigger insecurity when Teach-Back was experienced as unnatural. Emotional responses, discouragement and \u201caha\u201d moments, shaped whether healthcare professionals used Teach-Back or not; (2) Interpersonal level: Learning through feedback and shared meaning: recurring peer reflection and supportive feedback were crucial for learning Teach-Back, yet often lacking; (3) Organizational level: Engaging the organization to promote learning: early adopters, ambassadors, leadership support, and interprofessional communication were decisive for learning Teach-Back; and (4) Workplace conditions: Making space for learning in a pressured work environment: staff shortages, turnover, and high workload constrained opportunities for doing and engaging in reflection and feedback about Teach-Back.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Learning Teach-Back can be understood as a multilevel workplace learning process that develops through opportunities for practice, reflection, and collegial feedback in everyday clinical work. Supporting Teach-Back learning requires workplace learning approaches that foster shared meaning across professional teams, organizational engagement, and protected space for learning.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Trial registration<\/jats:title>\n                    <jats:p>ClinicalTrials.gov ID: NCT02925871. Registration date: first submitted 8 April 2016; first posted 6 October 2016.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1186\/s12909-026-10315-6","type":"journal-article","created":{"date-parts":[[2026,9,6]],"date-time":"2026-09-06T23:04:17Z","timestamp":1788735857000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Learning Teach-Back in clinical practice: a qualitative study of healthcare professionals"],"prefix":"10.1186","volume":"26","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0840-6342","authenticated-orcid":false,"given":"Emelie","family":"M\u00e4lstam","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3704-8887","authenticated-orcid":false,"given":"Charlotte","family":"Ytterberg","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0536-0024","authenticated-orcid":false,"given":"Maria","family":"Flink","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0581-2895","authenticated-orcid":false,"given":"Malin","family":"Tistad","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0854-8631","authenticated-orcid":false,"given":"Terese","family":"Stenfors","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8560-3016","authenticated-orcid":false,"given":"Lena","family":"von Koch","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3781-7615","authenticated-orcid":false,"given":"Sebastian","family":"Lindblom","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,9,7]]},"reference":[{"key":"10315_CR1","doi-asserted-by":"publisher","first-page":"127","DOI":"10.1146\/annurev-publhealth-040218-044008","volume":"40","author":"JP Allegrante","year":"2019","unstructured":"Allegrante JP, Wells MT, Peterson JC. 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