Key result
Text-based teach-back education improves 3-month post-CABG self-management behavior versus usual care.
Why the study?
CABG surgery requires diligent self-management to prevent complications, but the effect of teach-back and teach-to-goal education via text message on self-management behavior was not established.
Does teach-back and teach-to-goal education delivered via text message improve self-management behaviors in patients undergoing CABG surgery?
RCT (n=80)
No
Does teach-back and teach-to-goal education delivered via text message improve self-management behaviors in patients undergoing CABG surgery?
p-value: p=<0.001
Providing teach-back and teach-to-goal education via text messages over four weeks significantly improves self-management behaviors in post-CABG patients up to 3 months.
Text-based education boosts post-CABG self-management; extends evidence for scalable digital interventions in cardiac recovery.
Introduction Coronary artery bypass grafting (CABG) is a highly effective surgical treatment for coronary artery disease. However, it may be associated with certain complications that require diligent self-management. This study aimed to evaluate the effect of the teach-back (TB) and teach-to-goal (TTG) educational strategies delivered via text message on self-management behavior (SMB) among patients following CABG surgery. Methods This randomized controlled trial enrolled 80 patients undergoing CABG surgery using a convenience sampling method. Participants completed a demographic questionnaire and the SMB scale. They were then randomly assigned to the intervention group (n = 40) and a control group (n = 40). The intervention group received TB and TTG education via text messages over four weeks, while the control group was exposed to the usual care according to hospital protocol. Assessments were performed immediately after the intervention and at the 3-month follow-up. Data analysis was performed using the Chi-square test, ANCOVA, and Bonferroni post hoc in SPSS version 26. Results At baseline, participants in both groups demonstrated moderate SMB levels with no significant difference (p = 0.89). However, the intervention group showed a significant improvement immediately after the intervention compared with the control group (110.90 ± 2.10, p < 0.001). At 3 months postintervention, the intervention group maintained higher SMB scores (109.60 ± 2.63, p < 0.001) compared to the control group, with all SMB subscale scores also significantly favoring the intervention group (p < 0.001). Conclusion TB and TTG education delivered via text messages improved SMBs among patients following CABG surgery. These findings support integrating text message-based educational strategies into postoperative care. However, the findings should be interpreted considering limitations related to the single-center design, convenience sampling, and short follow-up period. Further multicenter studies with larger and more diverse samples are recommended.
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Azizi et al. (2026) conducted an RCT in Coronary artery bypass grafting (CABG) (n=80). Teach-back and teach-to-goal education via text message vs. Usual care was evaluated on Self-management behavior (SMB) score (p=<0.001). Teach-back and teach-to-goal education delivered via text messages significantly improved self-management behavior scores at 3 months post-CABG surgery compared to usual care (p<0.001).
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