The purpose of this study is to explore the discourse between physicians and patients and examine the social building blocks of the teachable moment for health behavior change during primary care visits. Understanding this process fills an important gap in understanding this phenomenon and could improve health behavior counseling by helping physicians stimulate behavior change through brief, well-timed counseling. Yet, little is known about how teachable moments occur through social interaction and communication. People do not experience health events in isolation, but make sense of experiences through social interaction and communication with friends, family members, and health professionals. McBride et al acknowledge the important social and interactional dimensions of teachable moments. Drawing significantly from the Health Belief Model, this definition of a teachable moment informs research examining the effect of cueing events, such as a cancer diagnosis, on rates of smoking cessation, and the impact of worry about cancer on patients’ participation in a behavioral intervention. They define teachable moments as “cueing events:” naturally occurring health events or circumstances that lead individuals to make health behavior changes. McBride and colleagues have proposed a conceptual model for the teachable moment and empirically tested it. Most research retrospectively identifies circumstances in peoples’ lives associated with behavior change. Conceptual work defining the phenomenon and empirical testing of its effect are limited. Teachable moment is a colloquially term in health care to describe opportunities to stimulate patient action, particularly with regard to health behavior change.
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