Understanding pregnancy as a teachable moment for behaviour change: a comparison of the COM-B and teachable moments models

Often when people who are not in the field hear about electronic packaging, they immediately presume that it is exclusive to electrical engineering; however, electronic packaging has opportunities for many different Science, Technology, Engineering, and Mathematics (STEM) areas. Many projects in micro- and nanotechnology are interdisciplinary in nature, and thus, a broad background of various disciplines is needed to conduct research and development in these areas. At the Georgia Institute of Technology, an initiative called the Meindl Legacy project has been created to use crowd funding to help graduate students in the nanotechnology area to create “teachable moments.” The intention of the teachable moment is to broaden the research to younger audiences, so that they are inspired to take the necessary background classes needed to pursue a STEM career path. The use of crowd-funding allows for industry partners and the general public to become involved with research that is currently ongoing at the Georgia Institute of Technology and to educate K-12 students. The “teachable moment” outlined in this paper was created to demonstrate how different materials’ coefficients of thermal expansion can affect the interfaces and potentially lead to cracking damage in an electronic package.

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The COVID-19 Crisis as a Teachable Moment for Lifestyle Change in Dutch Cardiovascular Disease Patients

Frontiers in Psychology ◽

10.3389/fpsyg.2021.678513 ◽

2021 ◽

Vol 12 ◽

Author(s):

Michelle Brust ◽

Winifred A. Gebhardt ◽

Mattijs E. Numans ◽

Jessica C. Kiefte-de Jong

Keyword(s):

Physical Activity ◽

Cardiovascular Disease ◽

Risk Perception ◽

Lifestyle Change ◽

Lifestyle Changes ◽

Self Concept ◽

Survey Study ◽

Teachable Moment ◽

Teachable Moments ◽

Affective Impact

Objective: When lifestyle changes are needed, life events or crises such as COVID-19 may function as “teachable moments”. This study aimed to explore whether the pandemic can provoke a teachable moment regarding lifestyle change in cardiovascular disease patients.Method: In this cross-sectional survey study, 830 cardiovascular disease patients reported their intentions to change lifestyle, instigated by the corona crisis, together with risk perception, affective impact, and changed self-concept, based on a “teachable moments” framework.Results: Between 8 and 28% of the sample reported increased intentions to optimize lifestyle behaviors, particularly related to general lifestyle (28%), physical activity (25%), and diet (21%). Multivariate regression analyses revealed that changed self-concept was associated with higher intentions to improve general lifestyle (B = 0.26; CI = 0.19–0.33), physical activity (B = 0.23; CI = 0.16–0.30), and smoking (B = 0.29; CI = 0.01–0.57). In addition, changed self-concept and affective impact were both significantly associated with higher intentions to improve diet (resp. B = 0.29; CI = 0.21–0.36 and B = 0.12; CI = 0.04–0.21) and to limit alcohol consumption (resp. B = 0.22; CI = 0.13–0.30 and B = 0.11; CI = 0.01–0.20). We did not find evidence for an important role of risk perception on behavior change intentions.Conclusion: The COVID-19 crisis evoked a potential teachable moment for lifestyle change in cardiovascular disease patients, driven by a change in a patient's self-concept and to a lesser extent by an affective impact of the COVID-19 crisis. These results suggest an important window of opportunity for healthcare professionals to utilize the pandemic to promote a healthy lifestyle to their patients.

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Beyond the ‘teachable moment’ – A conceptual analysis of women's perinatal behaviour change

Women and Birth ◽

10.1016/j.wombi.2015.11.005 ◽

2016 ◽

Vol 29 (3) ◽

pp. e67-e71 ◽

Cited By ~ 34

Author(s):

Ellinor K. Olander ◽

Zoe J. Darwin ◽

Lou Atkinson ◽

Debbie M. Smith ◽

Benjamin Gardner

Keyword(s):

Behaviour Change ◽

Conceptual Analysis ◽

Teachable Moment

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Clinical Instructors' and Athletic Training Students' Perceptions of Teachable Moments in an Athletic Training Clinical Education Setting

Journal of Athletic Training ◽

10.4085/1062-6050-44.3.294 ◽

2009 ◽

Vol 44 (3) ◽

pp. 294-303 ◽

Cited By ~ 15

Author(s):

Valerie J. Rich

Keyword(s):

Data Collection ◽

Athletic Training ◽

Clinical Education ◽

Role Playing ◽

Teachable Moment ◽

Clear Understanding ◽

Clinical Instructors ◽

Athletic Training Students ◽

Teachable Moments ◽

Special Cases

Abstract Context: For some time, educators have advised clinical instructors (CIs) to capture the elusive teachable moment in clinical education. However, a universal definition of a teachable moment does not exist. Without a clear understanding of this concept, CIs and athletic training students (ATSs) may have difficulty facilitating the teachable moment. Objective: To recognize and define a teachable moment as it relates to the athletic training clinical education setting and to identify potential barriers to creating the teachable moment. Design: Mixed-methods design employing grounded theory and quantitative analysis. Setting: Collegiate sports medicine clinic affiliated with a Commission on Accreditation of Allied Health Education Programs–accredited athletic training education program. Patients or Other Participants: 11 CIs (6 men, 5 women) and 11 ATSs (3 men, 8 women). Data Collection and Analysis: Participants completed a teachable moment questionnaire to define and identify teachable moments. Follow-up semistructured interviews were conducted after data collection. A qualitative analysis was conducted on responses using open, axial, and selective coding. Member checking was conducted to establish trustworthiness. Qualitative data were quantified to descriptively report the findings. Results: Engaged clinical experiences were the overarching theme. Three major themes that defined a teachable moment emerged: (1) professional discourse about skills, techniques, research, and special cases; (2) authentic experience or actual hands-on experience; and (3) skill development or time for skill instruction, practice, role playing, and simulations. Participants reported 158 teachable moments (CIs = 75, ATSs = 83). Lack of time and other duties were examples of barriers hindering the teachable moment. Conclusions: The teachable moment occurs when a CI and an ATS actively participate and interact with each other to enhance learning and foster intellectual curiosity in the clinical education environment. An underlying barrier to the teachable moment is perceived to be the CI's day-to-day responsibilities.

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Global and local “teachable moments”: The role of Nobel Prize and national pride

Public Understanding of Science ◽

10.1177/0963662518768410 ◽

2018 ◽

Vol 27 (4) ◽

pp. 471-484 ◽

Cited By ~ 2

Author(s):

Ayelet Baram-Tsabari ◽

Elad Segev

Keyword(s):

Nature Of Science ◽

Nobel Prize ◽

Significant Role ◽

Teachable Moment ◽

Teachable Moments ◽

National Pride ◽

Local Searches ◽

Nobel Laureates ◽

Global And Local

This study examined to what extent Nobel Prize announcements and awards trigger global and local searches or “teachable moments” related to the laureates and their discoveries. We examined the longitudinal trends in Google searches for the names and discoveries of Nobel laureates from 2012 to 2017. The findings show that Nobel Prize events clearly trigger more searches for laureates, but also for their respective discoveries. We suggest that fascination with the Nobel prize creates a teachable moment not only for the underlying science, but also about the nature of science. Locality also emerged as playing a significant role in intensifying interest.

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