Objective-"Teachable moments" have been proposed as events or circumstances which can lead individuals to positive behavior change. However, the essential elements of teachable moments have not been elucidated. Therefore, we undertook a comprehensive review of the literature to uncover common definitions and key elements of this phenomenon.Methods-Using databases spanning social science and medical disciplines, all records containing the search term "teachable moment*" were collected. Identified literature was then systematically reviewed and patterns were derived.Results-Across disciplines, 'teachable moment' has been poorly developed both conceptually and operationally. Usage of the term falls into three categories: 1) "teachable moment" is synonymous with "opportunity" (81%); 2) a context that leads to a higher than expected behavior change is retrospectively labeled a 'teachable moment' (17%); 3) a phenomenon that involves a cueing event that prompts specific cognitive and emotional responses (2%). Conclusion-The findings suggest that the teachable moment is not necessarily unpredictable or simply a convergence of situational factors that prompt behavior change but suggest the possible creation of a teachable moment through clinician-patient interaction.Practice Implications-Clinician-patient interaction may be central to the creation of teachable moments for health behavior change.
Objective Situations with potential to motivate positive change in unhealthy behavior have been called ‘teachable moments.’ Little is known about how they occur in the primary care setting. Methods Cross-sectional observational design. Audio-recordings collected during 811 physician-patient interactions for 28 physicians and their adult patients were analyzed using Conversation Analysis. Results Teachable moments were observed in 9.8% of the cases, and share three features: (1) the presence of a concern that is salient to the patient that is either obviously relevant to an unhealthy behavior, or through conversation comes to be seen as relevant; (2) a link that is made between the patient’s salient concern and a health behavior that attempts to motivate the patient toward change; and (3) a patient response indicating a willingness to discuss and commit to behavior change. Additionally, we describe phenomena related to, but not teachable moments, including teachable moment attempts, missed opportunities, and health behavior advice. Conclusions Success of the teachable moment rests on the physician’s ability to identify and explore the salience of patient concerns and recognize opportunities to link them with unhealthy behaviors.
Background Fibrinolysis shutdown(SD) is an independent risk factor for increased mortality in trauma. High levels of plasminogen activator inhibitor-1(PAI-1) directly binding tissue plasminogen activator(tPA) is a proposed mechanism for SD, however patients with low PAI-1 levels present to the hospital with a rapid TEG(rTEG) LY30 suggestive SD. We therefore hypothesized that two distinct phenotypes of SD exist, one, which is driven by tPA inhibition, while another is due to an inadequate tPA release in response to injury. Methods Trauma activations from our level-1 center between 2014 to 2016 with blood collected within an hour of injury were analyzed with r-TEG and a modified TEG assay to quantify fibrinolysis sensitivity using exogenous tPA(t-TEG). Using the existing rTEG thresholds for SD(<0.9%), physiologic(LY30 0.9–2.9%), and hyperfibrinolysis(LY30 >2.9%) patients were stratified into phenotypes. A t-TEG LY30 > 95th percentile of healthy volunteers(n=140) was classified as tPA hypersensitive and used to sub-divide phenotypes. A nested cohort had tPA and PAI-1 activity levels measured in addition to proteomic analysis of additional fibrinolytic regulators. Results This study included 398 patients (median NISS 18), tPA-Sen was present in 27% of patients. Shutdown had the highest mortality rate(20%) followed by hyperfibinolysis(16%) and physiologic(9% p=0.020). In the non-tPA hypersensitive cohort, SD had a 5-fold increase in mortality(15%) compared to non-SD patients(3% p=0.003 figure) which remained significant after adjusting for ISS and age (p=0.033). Overall tPA activity (p=0.002) PAI-1 (p<0.001) and tPA/PAI-1 complex levels (p=0.006) differed between the six phenotypes and 54% of fibrinolytic regulator proteins analyzed (n=19) were significantly different. Conclusion In conclusion, acute fibrinolysis shutdown is not caused by a single etiology, and is clearly associated with PAI-1 activity. The differential phenotypes require an ongoing investigation to identify the optimal resuscitation strategy for these patients.
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