Teach-Back-Based Interventions for Parents and Caregivers in Pediatric Healthcare: A Systematic Review of Randomized Controlled Trials

Background/Objectives: Teach-Back is a closed-loop communication strategy used to verify understanding of health information. This review examined Teach-Back-based interventions for parents and primary caregivers in pediatric healthcare. Methods: Following PRISMA 2020 and PRISMA-S, this PROSPERO-registered review (CRD420261504251) searched PubMed/MEDLINE, CENTRAL, CINAHL Ultimate, Web of Science Core Collection, Scopus, ClinicalTrials.gov, and WHO ICTRP without language or publication-year restrictions. Eligible studies were randomized controlled trials involving parents or primary caregivers of children aged 0–18 years. Risk of bias was assessed with RoB 2 and certainty of evidence with GRADE. Owing to clinical and methodological heterogeneity, findings were synthesized narratively. Results: Nine randomized controlled trials (1299 participants; individual study sample sizes ranging from 26 to 398) were included. The most consistent benefits were observed for medication dosing accuracy/safety (moderate-certainty evidence) and selected caregiver medication or safe-dose knowledge outcomes (low-certainty evidence). Certainty was low for asthma control and HbA1c and very low for oral health/care performance, asthma-related healthcare utilization, diabetes self-care, and caregiver self-efficacy. No principal-outcome assessment was judged to be at low risk of bias. Conclusions: Interventions incorporating Teach-Back may improve selected caregiver outcomes, particularly medication safety and knowledge. However, heterogeneity, multicomponent interventions, and methodological limitations restrict conclusions about the independent effect and generalizability of Teach-Back across pediatric settings.