Health education materials should be written at no greater than:

A. I have gone over a lot of information about the importance of exercising regularly. Do you understand? This statement asks if the patient understands but does not prompt the patient to explain their understanding in their own words, which is key to the teach-back method.

B. I understand that your partner could not come with you today. What will you tell your partner about the changes we made to your medicines today? This is an example of the teach-back method because it requires the patient to articulate what they have learned in a way that they can share with someone else.

C. I want to make sure I explained it correctly. Can you tell me in your words how you understand the care plan which just explained to you? This is a classic example of the teach-back method as it directly asks the patient to explain their understanding, allowing for clarification and confirmation of comprehension.

D. I have discussed a lot of information about your planned surgery. In your own words, please tell me what I talked about? This statement uses the teach-back method effectively by asking the patient to summarize the information in their own words.

A. So they can find information about diseases and diagnoses. While important, this option does not fully capture the role of healthcare providers in ensuring patients receive accurate information.

B. So they can guide patients to reliable online health resources. Healthcare providers need to ensure patients access trustworthy information, thereby improving patient education and outcomes.

C. So they can more easily perform telehealth assessments on their patients. While useful, this option is not the primary reason for information literacy in the context of online resources.

D. So they can navigate different websites effectively. This is a basic skill, but the deeper importance lies in the ability to evaluate and guide patients toward credible sources.