May 1, 2025 • 40 mins
Dr. Mark Moran welcomes his brothers Scott and Mike to discuss how people can empower themselves with knowledge to prevent pain and live healthier lives, with special focus on teachers facing health challenges.
• 63% of Texas teachers experience low back pain primarily due to poor ergonomics and extended periods of sitting or standing
• Teachers work an average of 54 hours weekly with less than half that time spent in school
• Becoming an "active participant" in health rather than a "passive recipient" is critical for preventing pain
• Scott Moran shares his personal journey of losing 30 pounds and eliminating pain through gradual exercise and yoga
• Like airplane oxygen masks, teachers must prioritize their own health before they can effectively help students
• Approximately 80% of Americans will experience back pain in their lifetime
• The Barricade device can reduce disc reherniation by 81% after discectomy surgery for patients with severe herniation
• 60% of American fourth graders aren't reading at grade level, with Texas projecting future prison construction based on third-grade reading scores
• Reading with children for just 15 minutes daily significantly improves outcomes
Visit onemonthmd.com for more education about causes, treatments, and prevention of low back pain.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:06):
Welcome back to another version of Back to Back.
This is Dr Mark Moran, and weare here again to try and help
you empower yourself withknowledge and education about
what you can do to help preventpain and live a happy, healthy
life.
My two guests today.
They lost a bet and they had tocome on the show.
One of them is my brother, theother one is my other brother.
(00:28):
I would like to welcome my twofavorite brothers.
Speaker 2 (00:33):
That's good.
Speaker 1 (00:34):
Dr Scott Moran.
Speaker 3 (00:35):
That's me.
Speaker 1 (00:37):
And Mike Moran.
Speaker 3 (00:38):
He doesn't have a doctor.
Speaker 1 (00:40):
He does have spirit hands.
Which one's more important?
Spirit hands?
Or doctor Spirit hands?
Take you so much further.
I have spirit hands.
Yes, yes, which one's moreimportant?
Spirit hands?
Or doctor spirit hands?
Take you so much further.
I think spirit hands would bevery important.
This is why my hair is thinning.
Speaker 3 (00:49):
This, this, this, right here.
Okay, so we're gonna have a lotof fun.
Speaker 1 (00:53):
We're gonna teach you guys.
Hopefully you'll learnsomething and we will make sure
that this is worthwhileenterprise okay, so both of you
guys are highly, highly educatedand You're the leaders in your
field.
Scott's a PhD.
Mike just got National Salesmanof the Year Congratulations.
I talked to mom and dad beforecoming on here and they clearly
(01:13):
said I was their favorite.
Speaker 3 (01:14):
Our mom and dad.
Speaker 1 (01:16):
They clearly said I was the favorite.
But they said who do you thinkis your second favorite?
Now, who do you think?
They said Was mom drunk?
Was she drinking?
Do you have to ask thatquestion?
Is your second favorite?
Now, who do you think?
They said Was mom drunk.
Was she drinking?
Do you have to ask thatquestion?
Speaker 3 (01:29):
She definitely was drunk.
I know the answer but, I, thinkit would offend someone.
What do you think, scott, whatdo?
Speaker 1 (01:34):
I think about what it is, I said who do you think mom
and dad said was their favorite?
Speaker 3 (01:37):
I think mom said I love you all equally.
Speaker 1 (01:45):
I think dad didn't understand that, didn't hear and
mom said that exactly same.
Okay, good answer, okay.
Next question, as we start tolearn about our guest today, is
what is your superpower?
Speaker 2 (01:52):
go, why am?
Speaker 1 (01:54):
I first, because I pointed to you first.
Speaker 3 (01:56):
Okay, that's a good point, I get it a good point
superpower, I am able to discernwhen something is wrong with
people, even when they're tryingto pretend like there is so
good intuition yes, okay.
Speaker 1 (02:15):
What's your superpower?
Speaker 3 (02:16):
you have to do this when you talk I don't stab my
salad when I eat it, like you.
What is your superpower?
I scoop it up and eat it.
You stab your salad.
Speaker 1 (02:29):
Like it has to be killed.
Lettuce isn't going anywhere.
Lettuce continues, yes.
Speaker 2 (02:37):
Mike, what is your superpower?
Speaker 1 (02:40):
I think your superpower is the ability to get
people to do things they don'twant to do, because you're sales
.
You just did, you just answeredmy question, perfect, perfect.
Speaker 2 (02:45):
I think your superpower is the ability to get
people to do things they don'twant to do, because you're sales
.
You just did.
You just answered my questionPerfect, Perfect.
Speaker 1 (02:49):
Okay, Now to get to the real question.
I wanted something more fun isif you could have any superpower
, what would you have?
Speaker 3 (02:57):
Mike first.
Speaker 2 (02:59):
I don't know.
I'd love to be able to bestretch on.
You want to be stretchy,elastic, yeah, elastic.
Speaker 1 (03:05):
I understand that because I know what it's like to
be tall.
You don't Scott what's yoursuperpower you would like to be.
Speaker 3 (03:13):
Well now, you made me think, because tall sounds good
.
I've only ever been verticallychallenged.
Yes, no, I think I would wantto be able to predict the future
.
That's a good superpower.
That's a good superpower, andthat way I can anticipate the
questions that you guys pose,that are ridiculous, and have an
(03:37):
answer for them ready to go, ifyou have that superpower and
you're an audience member outthere.
Speaker 2 (03:42):
Hello to you all.
Thank you for being here.
Speaker 1 (03:44):
All three people you're saying hi to right now.
Speaker 2 (03:46):
Yeah, well, there's three of us here, so at least
three.
No, I've been on TV If youcould have the power to see the
future.
How is this going to bereceived?
Positively or negatively?
Speaker 3 (03:56):
Assuming they edit you out, his likes are going to
go cha-ching.
They're going cha-ching, so youmake it six.
Speaker 1 (04:04):
I'm hoping to break double digits.
That would be impressive.
Double digits is what I want.
Okay, so first we're going totalk about educators.
So teachers in Texas.
Our mom's a teacher, scott's ateacher.
He's got decades of experienceand we grew up going to public
schools.
We went to Clark, we went toHobby, went to Adams Hill.
Speaker 3 (04:23):
I played football at Hobby and Clark you played
football at Hobby and Clark.
Speaker 1 (04:26):
That has been verified.
We did have verification ofthat.
Speaker 3 (04:29):
Well, I was on the team, thank you, thank you.
Speaker 2 (04:31):
I'll picture it for you too.
It was a clean jersey.
Speaker 1 (04:33):
Yes, Whoever is closer is going to win.
How many teachers are in thestate of Texas Within two?
Within two, see, sorry, I gotto get rid of that.
Speaker 3 (04:45):
How many?
Speaker 1 (04:45):
teachers Are in the state of Texas, am I?
Speaker 3 (04:47):
supposed to be talking as loud as you.
I'm just talking into my mic,all right.
I'm just checking how manyteachers are there in the state
of Texas.
Yes, not enough.
We are in the middle of ateacher shortage.
Speaker 1 (05:00):
You're correct, but how many?
Just take a guess, really justa fun game Really.
Speaker 2 (05:07):
Just an answer there's 60,000.
Speaker 1 (05:09):
60,000 in Texas.
What do you think?
Speaker 3 (05:13):
That's a bad number.
I'd rather come in under thanover.
Yeah, so now the pressure's onyou.
Speaker 2 (05:19):
No, I would say 90,000.
Speaker 1 (05:23):
In Texas.
There's about 390,000 teachers.
Speaker 3 (05:26):
See, I said 390,000, but the 300 part got cut off.
Speaker 1 (05:30):
What percentage is female versus male?
Speaker 2 (05:34):
I'm going 72.
What do you think?
Female.
Speaker 3 (05:39):
I would say 87.
Speaker 1 (05:41):
It's about 75.
Okay, so what percentage do youthink have back pain?
Speaker 3 (05:46):
What is 40% of 300?
I'm not asking for a number,what?
Speaker 1 (05:50):
percentage.
Speaker 2 (05:51):
It's not a hard game.
It's pretty simple 70%.
Speaker 1 (05:54):
It's not that much.
What do you think?
Let's say 42%.
It's about 63%, okay, about 63%.
Of teachers have low back pain.
Wow.
Speaker 2 (06:10):
And what's the main cause of low back pain in the
work-related industry?
Speaker 1 (06:13):
Leaning over on your computer Wrong, what do you
think?
Send dirty laptop, both of youguys are right.
Speaker 3 (06:16):
Ding ding, ding, ding ding, I get a full point here.
Speaker 1 (06:18):
It's about ergonomics .
Speaker 3 (06:20):
Ergonomics.
Speaker 1 (06:26):
Unfortunately, many teachers are standing or sitting
a long time, and that itselfcauses low back pain.
It's not doing a bunch of heavylifting, it's not exercising
too much, it's not leaning overyour computer.
It's ergonomic factors.
A lot of teachers have to dothat to get their work done.
There is a shortage of teachers, which is really a travesty
because teachers are investingin our future.
What are the biggest problemsyou see with teaching right now?
Speaker 3 (06:50):
Back pain-wise.
Speaker 1 (06:51):
No, just biggest problems.
Speaker 2 (06:52):
Generally speaking yeah.
Speaker 3 (06:55):
In addition to the teacher shortage.
Yep, we're having quite a fewteachers become teachers after
they go through alternativecertification, which means that
they don't student teach, andI'm not really sure about the
quality of the education program.
Okay, that's two.
And then three is there seemsto be a propensity or a tendency
(07:19):
for people to want to teach allthe kids in the exact same way,
in the exact same manner,regardless of how the students
learn.
Different students learndifferent ways Differentiation.
Speaker 1 (07:30):
So let me consolidate your answers.
So, work-related stressabsolutely.
Poor teacher quality or notoptimal education absolutely is
a concern.
Health-related mental problems,not only for the teachers but
the students yes.
Low pay yes, I understand thatit's a significant problem for
teachers to be at work and attheir utmost health, and then,
(07:53):
consequently, there's downstreameffects where the education
suffers.
Correct, right, okay.
So how are we going to fixthese problems to make sure we
can optimize teachers health?
Speaker 3 (08:05):
well, based on what I've learned so far having
worked with you, dr moran isI've learned you can just call
me mark.
Okay, I mean whatever, alan, doyou?
Speaker 1 (08:19):
have you met me?
I'll call you out middle namea-l-a-n.
You can call me whatever youwant to call me.
Speaker 3 (08:23):
Alan's his middle name A-L-A-N.
You can call me whatever youwant to call me, all right.
So Alan has taught me.
I have been in a lot of.
I've experienced a lot ofstress in the job.
It's a very stressful job.
Most people don't realize thatuntil, like there's an outbreak
(08:52):
of a once-in-a-lifetime pandemicand then they appreciate you
for until the pandemic's over.
Speaker 1 (08:54):
Well, let me ask you a question on that point.
How many hours a week do mostteachers work?
It's not 40.
What is it?
70 or 80?
It's about 54.
It's about 54.
On average, it's 54.
And what percentage of time ofteachers work is spent in the
school?
Speaker 3 (09:04):
the vast majority.
It's about 46 percent.
Well, that's close to the joy.
Speaker 1 (09:08):
It's like half so the point is a lot of time teachers
are working outside of schoolthat people don't appreciate
exactly exactly, okay, thank you, appreciate that right yeah, so
a lot of times teachers do abunch of work at home where
they're grading papers orreviewing lesson plans or
talking to parents or whatever,so a significant amount of work
is done where they're gradingpapers or reviewing lesson plans
or talking to parents orwhatever.
So a significant amount of workis done outside the school.
(09:29):
It's not just includingweekends so what is someone?
what is your opinion about oneways we could empower teachers
to help them optimize theirhealth so that, consequently,
they could project efficientteaching to their students this
is what I was getting at earlier, before I was cut off I was
totally interrupting you.
Yes, sorry about that, so letme go ahead and backtrack.
Speaker 3 (09:49):
What I was going to say is I started working with dr
moran mark alan, whatever youwant to call him and he taught
me yoga and dietary changes andthings of that nature and I've
lost 30 pounds and but you'vedone a good job of exercising
too.
Speaker 1 (10:04):
You're exercising a lot more.
Speaker 3 (10:05):
Yes, I'm making that a priority.
So that's good.
I didn't used to make that apriority, because there's always
something to grade, and I'vealso noticed that my neck pain,
my back pain, my hip pain's gone.
Speaker 1 (10:18):
So what I'm hearing you say is you've become an
active participant in yourhealth, yes, okay.
What do flight attendants tellyou when you're on the flight
and you're about to take offwith oxygen?
Speaker 2 (10:30):
They say please put on the mask yourself before you
help your child.
Speaker 3 (10:32):
And why do they do that?
Speaker 2 (10:35):
Because if something starts going really badly and
your first instinct is to takecare of your child or kid, right
, you can't do that if you don'thave oxygen and you're not
secure, calm place.
So if you put it on yourselfand you're receiving oxygen and
now you're protected and safe,you can there pass on the same.
Speaker 3 (10:50):
I think you didn't put it on right.
You have to pull the tabs,that's right.
Speaker 1 (10:53):
So essentially, what we're saying is you have to take
care of yourself first so youcan help others, and teachers a
lot of times don't do that.
A lot of times they put theirstudents first, or their
classroom first, or their lessonplans first, or their parents
first.
They do all kinds of otherthings to take care of other
things besides themselves andconsequently they're not
(11:16):
optimized for teaching.
Speaker 3 (11:18):
I 100% agree with that and I lived that life all
the way through earning my PhD.
And I lived that life all theway through earning my PhD.
So then I was going to work,prioritizing the kids coming
straight home, sitting over acomputer for three, four hours a
night and prioritizing that,and there was no exercise for a
span of three years, I rememberand I put on weight and my pains
(11:44):
that I mentioned earlier were amajor issue.
Speaker 2 (11:45):
So you have to be an active participant instead of a
passive recipient.
He already said that.
Speaker 3 (11:48):
He said that 10 times , I don't need you to repeat it.
I learned that from him.
Speaker 2 (11:52):
So when did you become intentional?
What was the aha moment for you, after you just described what
was going on for three years,that you said, hey, I'm going to
go to yoga class with Marco.
What was the aha moment thatbecame the intentionality for
you to change your life and beproactive?
Speaker 1 (12:08):
Is intentionality a word?
It is now.
Speaker 3 (12:11):
Isn't it?
Okay, I remember I don't knowhow long ago it was, I guess it
was two summers ago I justremember thinking well, I
happened to walk by mygraduation picture when I got my
PhD and my face was all swollenand everything else, and it
still was because I wasn'tliving a healthy lifestyle.
So I just made a consciousdecision to start walking.
(12:33):
I started with walking twomiles, four miles, six miles,
eight miles, 10 miles, and thenI noticed I was feeling better,
more awake more able to handlestress.
And then I started going back tothe gym.
I hadn't been since COVID and Iliked it a lot.
And then I started doing yogaand it just continued from there
(12:55):
.
Speaker 1 (12:57):
So if you could go back and tell 35-year-old Scott.
Speaker 2 (13:03):
This 35-year-old's got a hair.
He did.
Speaker 3 (13:07):
That was only five years ago.
Speaker 1 (13:10):
If you could go back, what would be the number one
priority you could change toprevent all these problems?
Speaker 3 (13:24):
these problems.
I would say eat healthy andtake care of yourself and
exercise and make yourself apriority, because I've never
done that well until recently.
I've always put everybody elsefirst.
Speaker 1 (13:31):
You're exactly right.
That is.
The main lesson here is that wehave to try and get people to
empower themselves so that theydon't get to the point not to be
disrespectful where you wereand then you had to use all
these years where you weren'tbeing healthy and suffering with
pain and consequences of notbeing healthy and then,
consequently, it drags out.
So I agree with you If youcould go back and tell yourself
(13:54):
what the priority is, it's be anactive participant in your
health.
Eat healthy, exercise, Takecare of yourself, Do yoga.
Like you said it's veryimportant, and all these little
things will help maximize yourhealth, consequently minimize
your health care expenses,because a lot of teachers don't
make a lot of money, so they alot of times erroneously think
(14:16):
they should not spend money onhealth, but then they spend
money on all these expenses thatcome with poor health.
A lot of times teachers need torealize they should invest even
minimal amounts of money, likeshoes or not buying so much food
or resistance bands orsomething where they can just
start walking and being healthyand that, in turn, will give
(14:38):
them a return that they want.
Speaker 3 (14:39):
Make sure you buy the right size shoes, because I had
the wrong size shoes for twoyears, didn't understand why I
had foot pain and then realizedthey were too small.
Speaker 2 (14:50):
I would add that I think that's really good stuff.
I would add that first of allto you and all the teachers out
there, thank you for what you do.
Your selfless job is certainlyunder noticed and certainly
certainly underpaid, and so weappreciate all what you do.
I would tell you that um Iwould add, to be truly um
intentional, I thought aboutwriting a book one time did I
say all this?
(15:10):
No, I want to label it livetensional, because if the word
intentional is inside, which isnot to do that.
Well, I'm still thinking aboutit.
Okay, I might do it, yeah, soyou can't.
Speaker 1 (15:21):
It's not a British title, live Tensional.
Is that title copyrighted?
Not yet Okay.
Well, it's on video right now.
Speaker 3 (15:27):
It's my show.
I'm going to go home right now.
I'm going to patent that it'smy show.
Speaker 2 (15:30):
It's good.
Live T intentional living,because live intentional is one
word, it's more, it's all aboutbrainy, okay, but anyway.
(15:51):
And so live sensual.
But take let's call it teachertime.
Right, and maybe take teachertime for yourself.
Yeah, even if it's getting upan hour early or 30 minutes
early and go walk down the blockone time.
Take teacher time like no, it'snot about the four kids I've
got to wake up and makebreakfast for.
It's not about the four kidsI've got to wake up and make
breakfast for.
It's not about the extra gradesthat I have to grade.
I'm going to take teacher timefor myself and I'm going to be
intentional.
I'm going to live intentionalin that moment.
Speaker 1 (16:07):
Put oxygen on yourself first so you can take
care of others.
Speaker 3 (16:10):
I agree with that.
Again, you've got to pull thestraps.
Speaker 1 (16:13):
I agree with that.
Speaker 3 (16:22):
What percentage of teachers are seriously
considering leaving teaching?
Oof Now, oof.
Well, if you mean based on whatyou've read on the internet
versus reality, I would saybased on the internet, it's
probably 60%.
Speaker 2 (16:33):
In reality it's probably 70%.
I was going to say 65, 70.
Speaker 1 (16:37):
70%.
So about 70 out of 7 out of 10patients Teachers really are
seriously considered leaving.
And what is that going to do tothe quality of education of our
kids?
So, as we look to try and solvethese problems, it is well
known, it's well proven, thatyour health is your wealth and
personal happiness is tied toyour health.
(17:00):
If we could get teachers toinvest in themselves just a
little bit like Mike said, 5, 10, 15 minutes teacher time a day
there would be a snowball effectof becoming healthier.
Consequently, personalhappiness would be raised and
then there probably would beless likely for them to leave
their job.
Speaker 3 (17:18):
Yeah, right now we have a quiet room where you can
go and sit.
There's no exercise equipmentin there, it's just to shut the
door and tune everyone out, andI don't know that that's healthy
.
Speaker 2 (17:30):
I love seeing office buildings, things like that,
where during the lunch hour youjust see people taking a
10-minute walk.
It's better than nothing.
Fresh air, that's great.
Speaker 3 (17:38):
We do laps around the campus.
Speaker 2 (17:42):
Yeah, share, that's great.
Um, do laps around the campus.
Yeah, you, you could there.
There really is no excuse, uh,to not doing it.
Um, we all have hard days, butthere's there's no excuse.
Even when I'm tired, don't wantto go to the gym, or whatever,
I'll just go walk.
Speaker 1 (17:51):
what percentage of those teachers are going to miss
10 work days every year justfrom low back pain?
Speaker 3 (17:59):
Well, we're only giving eight days off a year,
just take a guess Percentage 18.
Speaker 1 (18:05):
What do you think?
Speaker 2 (18:06):
18 percent.
10 days is a lot, so they'relying right.
I mean, obviously they don'thave that much PTO.
So that's my point.
Speaker 1 (18:14):
No, we just said teachers are out of shape.
Speaker 2 (18:17):
Exactly.
Speaker 1 (18:18):
They don't have that much strained.
Don't get beat, aren'texercising, they're not going to
work.
Speaker 2 (18:23):
So, 18% of them is going to impact.
Speaker 1 (18:26):
You know what Both of you guys' answers are going to
be right.
I just need an answer.
Speaker 3 (18:29):
I would say 40%.
Speaker 1 (18:31):
It's about 15%.
Speaker 3 (18:32):
See, it's 15%.
15% of every workforce in thecountry, whether it's teachers,
whether it's people working.
I said 18.
Whether it's teachers, whetherit's people, working.
Speaker 1 (18:42):
You said people in Northside.
I said every workforce in thecountry.
About 15% of them will miss 10work days a year from low back
pain.
Northside has 20,000 teachers.
Speaker 3 (18:51):
So 15% of 20,000 is what?
15% of 20,000?
Is what I wasn't told there'dbe math.
I'm an English teacher.
Speaker 1 (18:58):
What's 10% of 20,000?
Well, 10% of 20,000 is 2,000.
Speaker 3 (19:04):
Plus another 500-ish Plus another 1,000.
Speaker 2 (19:08):
Everybody.
He's an Aggie.
That didn't go too well for him.
He's an English teacher 3,000.
Speaker 1 (19:13):
It's about 3,000 workers.
Maybe Okay, no, that's thestatistics Are missing work for
10 days.
So you multiply 3,000 times 10.
That's 30,000.
30,000 work days per year lostbecause of a bike.
Speaker 3 (19:28):
Wait, I'm confused.
There's only 365 days in a year, so how can there be 30,000?
Speaker 1 (19:33):
It's all the teachers , but there's only 365 days.
Speaker 2 (19:37):
Listen to what I'm saying.
You're not listening.
I am listening, I'm joking.
Speaker 1 (19:40):
You're not listening.
Listen to what I'm saying.
You're not listening.
I am listening.
I'm joking, I'm not stupid.
There's about 30,000 lost workdays a year in Northside Because
of the movement Equivalent to.
Speaker 3 (19:48):
So then they have to get substitutes, yes or they
have to get people teacherspulled from different rooms.
Speaker 1 (19:53):
Yes, or they have to do other things that minimize
the optimization of education.
And essentially anybody with apulse can be a sub, and they
don't often do anything that youleave for them.
Well, I'm sure there's lots ofgood subs out there.
We're gonna make sure we'renice.
Okay, there's lots of good subsout there there's some good subs
out there, but there are alsosome that don't necessarily
follow through with the lessonwell, there's lots of good subs
(20:15):
out there, but, just like subsare, they haven't been trained,
they're not used to the system,so of course they're not going
to be as efficient as a teacher.
Firehouse subs is really goodfirehouse, but the point is
again to reiterate it's veryimportant for teachers to learn
the lesson you learned after 20years to invest in themselves,
to be healthy and active andexercise, do yoga, eat healthy
(20:38):
so they can prevent the problemsthat are coming, and it is not
hard to see that these willoccur.
Okay, and usually it's morewomen than men that have low
back pain.
Speaker 3 (20:48):
Is there a reason why we're focusing on teachers?
Is it just because I'm here,because I'm concerned about
rodeo cowboys?
We're talking about teachers.
They must have a lot of backpain.
Speaker 1 (20:55):
They definitely have a lot of back pain.
I have lots of road.
I'm very concerned about that.
So you're right, we should talkabout other things, which is
why we're talking about low backpain in general and that's why
we have Mike here.
There's lots of different waysto treat back pain.
One of the ways I recommend isgo to one month mdcom.
There's lots of education thereabout learning the causes and
(21:16):
treatments and prevention of lowback pain, which I highly
recommend everyone do because itempowers them.
Other things would be medicines, therapies, injections or
surgery.
Gummies I take care of medicines, I take care of injections, I
take care of therapy, but Irefer out for surgeries.
Speaker 3 (21:33):
That's true.
You have injected me in thebutt before.
It helps my pain a lot.
Speaker 1 (21:39):
I'm glad that you got benefit.
What percentage of Americans doyou think will have back pain?
Will have back pain 60% and yousaid 40?
It's about 80.
About 80% of Americans aregoing to have back pain at some
point in their life.
Man, okay, now a lot of timespeople have back pain.
They try things at home, thenthey go to a doctor.
(22:00):
They get an MRI.
Of times people have back pain.
They try things at home, thenthey go to a doctor, they get an
mri.
What percentage of americanswill have pathology like
herniated or bulging discs on anmri with no symptoms?
Speaker 2 (22:11):
80.
No, it's probably, it's not.
It's not the same.
I mean he's just taking a guess.
Speaker 1 (22:16):
Yeah, I was gonna say 60 it's about 35 okay so A lot
of times patients will go get anMRI and the MRI will show
bulging discs with no symptoms.
So consequently, we don't endup treating those patients
because they don't have symptoms.
You don't treat the picture,you treat the patient On the
other hand a lot of timespatients will come in and they
(22:38):
have really bad symptoms.
We treat them with medicines ortherapy first, because the
image might not be right, right,okay.
So of the patients that do havesignificant symptomatic
herniations or bulging discs, wetry medicines, we try
injections and one of the thingswe try to prevent is
re-herniations of discs.
For patients that do havesymptomatic herniations and we
(22:59):
do injections and their symptomsget better, what percentage
re-herniate?
Very?
Speaker 3 (23:04):
high.
Speaker 2 (23:08):
The data shows 5 to 15%.
Speaker 1 (23:10):
That's right, it's about 10%.
This is Mike's field.
This is Mike's field ofexpertise.
I know this, he knows this andMike was so nice Well.
I wasn't giving any notes oranything.
He brought some visual aids.
So can you explain bulgingdiscs to us and then we'll kind
of transition into barricade.
Speaker 2 (23:28):
This is a part of your spine segment.
So these are the spinousprocess, those little bumps that
go down to your back.
This is your spine, looking atit from the back.
Now, if I turn it to the side Iwould be turning sideways.
This is one of the vertebralbodies and in the middle of that
of each two vertebral bodies isthe disc.
The disc is a circular functionand it's outside annulus that
(23:49):
has a bunch of jelly stuff inthe middle.
Okay, when a disc occurs andthis allows the loading of the
spine, as we stand up, we bendforward, we bend back.
So disc herniation, this yellowthing is the spinal cord.
A disc herniation occurs whenthe annulus, the outer covering
of the disc, gets really weakand as the loading occurs, part
(24:12):
of the inner part of the disc,the nucleus, can squirt out or
be contained and put a bulge onthe yellow thing which is the
nerve, which causes pain goingdown the butt and the back of
the leg and the classic exampleof that is donuts jelly donuts,
we tell our patients.
Speaker 1 (24:27):
Disc bulges are just like jelly donuts.
When you bite a jelly donut itsquirts out backwards.
It's the same thing with these.
If you put pressure on thefront, it's going to squirt out
backwards.
That's a disc bulge.
It's just like biting a jellydonut and that disc bulge will
put pressure on the nerve andthen you will have pain down the
nerve.
Does that actually squirt out?
Speaker 2 (24:47):
Yeah, that's a disc bulge, or it can be a contained
fragment.
It can be a sequesteredfragment, meaning it goes out.
I know what sequesteredfragment meaning it goes out, I
know it sequestered me.
Speaker 3 (24:56):
Okay, that's I know, you know what so that is a disc
bulge.
Speaker 2 (25:01):
So the bulge can be contained.
Just putting pressure on thenerve it can actually separate
and go back out and they'll haveto go disc it out, fish it out.
But that pushed pressure on thenerves causing pain symptoms.
Uh, they'll get an mri.
If dr moran, if theconservative therapy doesn't
work, injections, whatever hemay refer to a surgeon for a
discectomy.
Ectomy means removal of Thankyou, discectomy, removal of that
(25:25):
.
So the surgeon would go in,take out the bad part of the
disc, the jelly part, the jellypart, to remove it,
decompressing or taking thepressure off of the nerve so the
pain goes away, the pain goesaway, but you still have no
little bag in between your….
Speaker 3 (25:42):
Very good, that's good.
The light part.
Speaker 1 (25:44):
Well, it's still there, it's just not as much.
Speaker 3 (25:46):
Not as much right.
Speaker 1 (25:48):
Imagine taking some of the jelly away from the donut
.
Speaker 3 (25:49):
There's still some jelly in there, right.
You're just taking the pieceoff that came out, but you have
less of a cushion from thatpoint on you do, and that outer
circular part of the donut.
Speaker 2 (25:59):
now there's a hole there right, Because they had to
remove the donut.
You're leaving a hole there,right, Depending on the size of
the hole.
The data shows that thatre-herniation rate, now that
that bad disc has been taken out, there is a hole there.
Speaker 3 (26:19):
That re-herniation rate is 15, 20, 25 percent
different data and I would guessthat that would also lead to
other injuries, because you'recompensating for it could.
Speaker 2 (26:24):
So not only removing discs.
The problem that the surgeonshave had for eight years that
they've been doing disectomiesis a lot of times they'll go in
and do a disectomy and they'lltake a lot of the disc out, the
native tissue out, so that itdoesn't squeeze back out the
hole that's there and left tore-herniate and cause the
symptoms again.
So they take a lot of it out soit doesn't re-herniate right.
So they have to be a littlemore aggressive than they
(26:46):
typically want to be and nobodywants that.
Nobody wants that because thathealthy tissue and people our
age 40, 50, 60, 70 year olds,20olds they have healthy discs.
They don't want to hopefullyhave a diffusion down the road.
So a device was developed by aguy, greg Lambrecht, his mom
re-herniated L4-5 and L5-1.
A few months later re-herniatedthis was his mom re-herniated
(27:10):
Through the same levels, becameaddicted to opioids, had to have
a three-level fusion and it wasawful.
So he came up with a betteridea In his garage, mit trained.
Speaker 1 (27:20):
There's nothing wrong with coming up with a good idea
to help your mom.
Speaker 2 (27:23):
That's right, we love moms.
We love moms.
Who do you think mom loves themost?
Huh?
Speaker 1 (27:28):
I'm going to say You're wrong they stopped having
kids after me.
Speaker 2 (27:33):
I asked her this what is the percentage of love that
she has for me versus you guys?
Speaker 3 (27:39):
No, in actuality, as the firstborn, it's fair to say
that I was most wanted, and thenyou guys were a surprise.
Speaker 1 (27:51):
She has called me an accident.
She said you're an accidentwhen you were a surprise.
Speaker 2 (27:55):
Firstborn?
Have you heard of the sayingthat goes if at first you don't
succeed, Try, try again.
Oh, that's right.
Speaker 3 (28:01):
Try, try.
That's your real laugh, right?
It's like a sound effect laugh.
Okay.
Speaker 2 (28:09):
Seriously, yeah, like a ringtone laugh.
It's a really good laugh.
Speaker 1 (28:12):
Can we at least agree that it was Mike, because if it
was first it was you, if it waslast it was me.
Speaker 3 (28:16):
It definitely wasn't Mike, yeah, you're in the middle
You're the jelly Like, if youwere the best, why would she
have me?
You're the jelly.
Well, she had us together.
You're the jelly, you'reherniated.
I don't really know thatanalogy, but you have someone
who had a herniation.
Speaker 1 (28:33):
They had pain, they had a re-herniation, they got
addicted to opioids or narcoticsNarcotics are bad for you.
And so the son said I'm goingto do something to help not only
my mom, but to help society.
Speaker 2 (28:43):
That's right.
So he came up with a productand a company called Intrinsic
Therapeutics and the product'scalled Barricade.
Speaker 3 (28:57):
And it does.
You say he's trained at MIT.
Yeah, so he's not a doctor.
No, how did he learn how to dothis?
He's an inventor.
He's an engineer.
He's an engineer.
Speaker 2 (29:01):
Okay, so he came up with a little device that
actually goes into one of thebones, into the bone, so it's
bone anchored, it's not going togo in there.
And it kind of goes in to thedisc part and opens up like a
catcher's mitt.
So now it's occluding orclosing that hole from within so
the disc can't re-herniatethrough that hole Like a balloon
(29:24):
, Just like that.
So it looks like a catcher'smitt, so now the disc can't get
back out.
This is the disc, so it nowcan't go back out that same hole
that was there.
And the data shows that with abarricade in you, you are 80.
It prevents re-operation orre-herniation by 81 percent.
Um.
It's.
This has been around.
Fda approved in 2020.
(29:45):
Um.
I think there's 11 12 000patients that have been done so
far great results, and itcertainly is one option if the
conservative therapy doesn'twork.
Speaker 1 (29:54):
Okay, good good and how long does this surgery take?
Is it painful?
Does it take like months torecover?
What's the prognosis?
Speaker 2 (30:01):
So a normal disectomy without barricade is going to
take about 45 minutes to an hour.
Small incisions some surgeonswill use a little tube they look
through.
Some people use a little miniopen With a barricade.
Usually average an additionalfive to seven minutes of time.
Pretty simple in procedure.
These are all neurosurgeons,orthopedic spine surgeons that
(30:22):
do this.
They're trained.
They've all done several,several, several thousand.
Can you get that intosomebody's back?
Speaker 3 (30:27):
laparoscopically.
Speaker 2 (30:28):
Not yet.
Great question, but not rightyet, not yet.
They're working on that.
They're working on that Goodquestion.
Yeah, that's a good question,great job?
Speaker 1 (30:35):
Yeah, appreciate it.
And what's the?
Not just the pretty things.
What's the recovery?
Speaker 2 (30:40):
time.
So the recovery time is theexact same with the disectomy.
There is no added recovery timewith the barricade.
Speaker 1 (30:44):
So it's not overnight .
Speaker 2 (30:45):
Not overnight, so it's outpatient.
Speaker 1 (30:47):
Outpatient, and then they have limited activity for a
week.
Speaker 2 (30:51):
Surgeons' cadence of the way they give a post-op care
will say with a normaldisectomy will say no BLTs, no
bending, lifting, twisting forsix weeks.
We're seeing surgeons aroundthe country that are limiting
that, lowering that to maybethree or four weeks.
Some surgeons are going hey, Iwant you healthy right away the
very next day.
Some doctors are keeping thesix weeks.
It's all dependent on theirexperience experience.
(31:16):
Some of the more experiencedsurgeons in texas, san antonio
and austin around the countryhave really tried to back to
your original thought of gettingup, getting mobile and working
and causing a cardiovascular,cardiovascular relief to blood
flow supply to start healing.
I've really encouraged thepatients to get equipment.
Speaker 1 (31:30):
Okay, good.
So what are the main riskfactors?
Are there, or what's yourincidence, of complications with
this surgery?
Speaker 2 (31:38):
So our level, one data shows of the Level one data
.
Speaker 1 (31:42):
What does that mean?
Well, it's a certain type ofstudy, in the way it's produced,
like the highest level ofresearch.
Speaker 2 (31:47):
It's the highest level of qualified research that
can be done for a company andthat data shows that the
incident rate is less than 2%.
Typically it's really 1.4%,something like that, but it's
less than 2%.
Very, very safe procedure, asin any other procedure that you
do a fusion or things like that.
(32:07):
Really, the exclusion criteriais just a patient that's
morbidly obese.
If their bones can't handle animplant or a device, then it
probably wouldn't be recommended.
Or if they have osteopenia orparotid and their bones' quality
is not good to be able tohandle.
Osteopenia meaning weak bones,weak bone or osteoporosis
meaning weak bones.
Speaker 1 (32:26):
And your 1.47.
Whatever ratio, complication isminor complications.
What is your risk factors forsignificant complications?
Do you know percentage for that?
It's less than 2%.
It's got to be way less than1.4%.
Speaker 2 (32:39):
It's way less.
I want to say it's 0.03%, butdon't quote me on that.
I'd have to get that to you.
We'll edit that out.
Speaker 1 (32:46):
Which comes to my point for the patients to know
is don't confuse possibilitywith probability.
Certainly it's possible thatyou have a complication with any
surgery, even procedures, butdon't confuse the probability of
something that's very, very lowlikelihood to have a minor
complication at 1.4, much less asignificant complication of
0.03.
That's why you go and talk toyour surgeon so they can explain
(33:09):
this and answer your questionsand see if you're a good
candidate for this procedure thebarricade block to prevent
reherniations.
You're a good candidate forthis procedure the barricade
block to prevent re-herniations.
You're a lot smarter than youlook.
I'm impressed.
I think you're just as smart asyou look.
Speaker 2 (33:23):
That's a good one, Dr Moran.
Who do you think mom thinks issmart?
He thought it was a compliment.
Speaker 3 (33:32):
You wouldn't understand.
I'm sorry.
You look great for 75.
Just for me, I'm sorry.
You look great for 75.
Speaker 1 (33:39):
Just for me.
There you go.
All right, did you guys?
Speaker 3 (33:55):
have something to tell all our viewers about what
you kind of want to know aboutteaching and what they can do to
help support teachers and helpthe kids optimize their
education.
So statistically this may sounda little unbelievable, but 60%
of fourth graders in thiscountry are not reading on grade
level 60%, and in Texas it's52%.
Then when you factor in theeconomically disadvantaged
(34:15):
population it goes up to 62%, ifthere's any.
And I understand we're in asituation where most of the time
both parents work and peopleare struggling to get by.
If there's anything that dataand research shows can help your
kids the most, it's for them toread, it's for them to practice
(34:41):
reading with you, and if thatmeans various types of programs
phonics, what have you so be it.
If they don't have on gradelevel skills reading wise by the
time they're in third grade,the chances of them ending up in
jail or having a life ofpoverty are 70%.
(35:03):
The state of Texas actuallyprojects building jails based on
third grade star scores.
Speaker 1 (35:09):
I didn't know that Interesting.
So clearly we need to make surethat our parents are being
active participants with theirkids' education, so reading 15
minutes a night or 20 minutes anight, or actually involve them
in making sure that they'retalking to them.
Speaker 3 (35:24):
Take the phone out of their hands and have them read.
Speaker 1 (35:28):
So reading is very important because if you can
read, you can read to doanything.
So you got to learn how to read.
So very good message.
To do anything, so you got tolearn how to read.
So very good message.
And what did you have to say toour viewers about things they
can do to help understand, orwhat are some common questions
that you get where patients say,well, I don't want to do this
or this.
What would you tell them if youhad an opportunity to speak to
all of them?
Speaker 2 (35:47):
I would personally say and thanks again for having
us, Dr Moran I would saypersonally, I would personally
say I don't want anybody outthere to have a barricade.
I don't want you to have aherniation, and that's something
that you totally can controlyourself.
Right, it gets back to what wewere talking about with low back
pain and being an activeparticipant instead of passive
(36:08):
recipient.
It gets back to talking aboutsedentary lifestyle.
It gets back to talking aboutsitting at a desk, sitting at
home, sitting on the couch, whenyou're there for three hours
watching TV.
I don't want you to have tohave a barricade.
I don't, and you can controlthat right.
Control your controllables.
We all have options.
We can live tensional with theway we choose to do.
(36:28):
Good plug for your book.
Thank you for that Good plug,right?
Take the teacher time foryourself, right?
You don't want one of these,you don't want procedures, you
don't want back pain and if youhave it you can help that.
You can help it.
Now.
We've got N of one right here,looking right Back pain, a
little overweight.
He had an aha moment and he'schanged his life and we're so
(36:50):
proud of him for it, right?
So take control of your life.
Take some teacher time.
You deserve it because yourfamily deserves it.
Speaker 1 (36:58):
I have two more questions for you guys and I
think I'm pretty sure you guyswill get them, but we're going
to find out, all right, who saidthis, quote Where's the
Churchill, the battle is won.
Before stepping foot on thebattlefield Douglas MacArthur.
Speaker 3 (37:14):
Sun Tzu, sun Tzu, sun Tzu.
Lincoln Sun Tzu, sun Tzu, sunTzu.
I like it, sun Tzu.
Tzu, I couldn't pronounce itSun Tzu, I'll give you that one,
sun Tzu, well known for being agreat warrior, a great leader
of men, many, many centuries ago, and he wrote a book called the
(37:35):
Art of War, and in the art ofwar that's one of the things he
said.
But it's not really just aboutwar, it's about life, right
correct.
Speaker 1 (37:43):
So sun tzu was a chinese philosopher who lived
around 500 bc, so 3 000 yearsago.
He sure he wasn't a warrior.
He was a warrior and a generaland a military strategist.
But he wrote this book, the artof war, which is still used
today, because the principles heput in it 3 000 years ago are
still very applicable today, oneof which being the battle is
(38:06):
won before stepping foot on thebattlefield.
Next quote who said this if youfail to prepare, prepare to
fail.
Speaker 3 (38:15):
I'm, I'm going to go with Lee Iacocca.
That is incorrect, okay.
That is totally out of your box.
Speaker 1 (38:20):
Well, I thought it was a good guess.
Speaker 2 (38:22):
No.
Speaker 3 (38:23):
Out to prepare, prepare to fail.
I'm going to go.
I want to say Winston Churchill.
Speaker 2 (38:33):
I'm going to go.
Is it a president?
It is no, it wasn't a president, oh, okay.
Speaker 1 (38:38):
He was a famous statesman.
You're leaning?
Speaker 2 (38:41):
towards that, aren't you?
Yeah, totally, I'm going to gowith Bill Russell.
Speaker 1 (38:50):
It was Ben Franklin.
I was close, ben Franklin, Iknew it was a B.
Speaker 3 (38:53):
It was coming to me.
Speaker 1 (38:54):
Ben Franklin said.
One of my favorite quotes ofall time is if you are failing
to prepare you are preparing youare preparing to fail.
So think about that.
We've talked about this for anhour now.
We are telling people what isgoing to happen if they don't
invest in their kids education.
I have one if they don't investin their own health, if they
don't take care of back pain.
(39:15):
We are telling them right nowif you fail to prepare, you are
preparing to fail and you'regoing to need this information.
Live tensionally, Livetensionally.
Speaker 3 (39:24):
Right, Since I keep bringing up Winston Churchill.
Winston Churchill said thosewho never change their minds
never change anything, whichalso applies in this situation.
Speaker 1 (39:36):
Right, never change anything, which also applies in
this situation, right?
So we are trying to help ourcommunity, our society, our
friends and family to be healthy, happy people, and that's going
to take some investment.
Have you guys ever improvedanything without investing time?
Nope, no, no.
If you want to improvesomething, you have to invest
(39:56):
time.
So, viewers, we appreciate you,we love you, we want you to be
happy and healthy and productiveand prevent these problems.
So invest some time in yourself, take the oxygen, put it on
yourself so you can help others,and we hope you enjoyed the
show.
Please call with any questionsor email me.
We are happy to help out.
Welcome back to another version of Back to Back.
This is Dr Mark Moran, and weare here again to try and help
you empower yourself withknowledge and education about
what you can do to help preventpain and live a happy, healthy
life.
My two guests today.
They lost a bet and they had tocome on the show.
One of them is my brother, theother one is my other brother.
(00:28):
I would like to welcome my twofavorite brothers.
Speaker 2 (00:33):
That's good.
Speaker 1 (00:34):
Dr Scott Moran.
Speaker 3 (00:35):
That's me.
Speaker 1 (00:37):
And Mike Moran.
Speaker 3 (00:38):
He doesn't have a doctor.
Speaker 1 (00:40):
He does have spirit hands.
Which one's more important?
Spirit hands?
Or doctor Spirit hands?
Take you so much further.
I have spirit hands.
Yes, yes, which one's moreimportant?
Spirit hands?
Or doctor spirit hands?
Take you so much further.
I think spirit hands would bevery important.
This is why my hair is thinning.
Speaker 3 (00:49):
This, this, this, right here.
Okay, so we're gonna have a lotof fun.
Speaker 1 (00:53):
We're gonna teach you guys.
Hopefully you'll learnsomething and we will make sure
that this is worthwhileenterprise okay, so both of you
guys are highly, highly educatedand You're the leaders in your
field.
Scott's a PhD.
Mike just got National Salesmanof the Year Congratulations.
I talked to mom and dad beforecoming on here and they clearly
(01:13):
said I was their favorite.
Speaker 3 (01:14):
Our mom and dad.
Speaker 1 (01:16):
They clearly said I was the favorite.
But they said who do you thinkis your second favorite?
Now, who do you think?
They said Was mom drunk?
Was she drinking?
Do you have to ask thatquestion?
Is your second favorite?
Now, who do you think?
They said Was mom drunk.
Was she drinking?
Do you have to ask thatquestion?
Speaker 3 (01:29):
She definitely was drunk.
I know the answer but, I, thinkit would offend someone.
What do you think, scott, whatdo?
Speaker 1 (01:34):
I think about what it is, I said who do you think mom
and dad said was their favorite?
Speaker 3 (01:37):
I think mom said I love you all equally.
Speaker 1 (01:45):
I think dad didn't understand that, didn't hear and
mom said that exactly same.
Okay, good answer, okay.
Next question, as we start tolearn about our guest today, is
what is your superpower?
Speaker 2 (01:52):
go, why am?
Speaker 1 (01:54):
I first, because I pointed to you first.
Speaker 3 (01:56):
Okay, that's a good point, I get it a good point
superpower, I am able to discernwhen something is wrong with
people, even when they're tryingto pretend like there is so
good intuition yes, okay.
Speaker 1 (02:15):
What's your superpower?
Speaker 3 (02:16):
you have to do this when you talk I don't stab my
salad when I eat it, like you.
What is your superpower?
I scoop it up and eat it.
You stab your salad.
Speaker 1 (02:29):
Like it has to be killed.
Lettuce isn't going anywhere.
Lettuce continues, yes.
Speaker 2 (02:37):
Mike, what is your superpower?
Speaker 1 (02:40):
I think your superpower is the ability to get
people to do things they don'twant to do, because you're sales
.
You just did, you just answeredmy question, perfect, perfect.
Speaker 2 (02:45):
I think your superpower is the ability to get
people to do things they don'twant to do, because you're sales
.
You just did.
You just answered my questionPerfect, Perfect.
Speaker 1 (02:49):
Okay, Now to get to the real question.
I wanted something more fun isif you could have any superpower
, what would you have?
Speaker 3 (02:57):
Mike first.
Speaker 2 (02:59):
I don't know.
I'd love to be able to bestretch on.
You want to be stretchy,elastic, yeah, elastic.
Speaker 1 (03:05):
I understand that because I know what it's like to
be tall.
You don't Scott what's yoursuperpower you would like to be.
Speaker 3 (03:13):
Well now, you made me think, because tall sounds good
.
I've only ever been verticallychallenged.
Yes, no, I think I would wantto be able to predict the future
.
That's a good superpower.
That's a good superpower, andthat way I can anticipate the
questions that you guys pose,that are ridiculous, and have an
(03:37):
answer for them ready to go, ifyou have that superpower and
you're an audience member outthere.
Speaker 2 (03:42):
Hello to you all.
Thank you for being here.
Speaker 1 (03:44):
All three people you're saying hi to right now.
Speaker 2 (03:46):
Yeah, well, there's three of us here, so at least
three.
No, I've been on TV If youcould have the power to see the
future.
How is this going to bereceived?
Positively or negatively?
Speaker 3 (03:56):
Assuming they edit you out, his likes are going to
go cha-ching.
They're going cha-ching, so youmake it six.
Speaker 1 (04:04):
I'm hoping to break double digits.
That would be impressive.
Double digits is what I want.
Okay, so first we're going totalk about educators.
So teachers in Texas.
Our mom's a teacher, scott's ateacher.
He's got decades of experienceand we grew up going to public
schools.
We went to Clark, we went toHobby, went to Adams Hill.
Speaker 3 (04:23):
I played football at Hobby and Clark you played
football at Hobby and Clark.
Speaker 1 (04:26):
That has been verified.
We did have verification ofthat.
Speaker 3 (04:29):
Well, I was on the team, thank you, thank you.
Speaker 2 (04:31):
I'll picture it for you too.
It was a clean jersey.
Speaker 1 (04:33):
Yes, Whoever is closer is going to win.
How many teachers are in thestate of Texas Within two?
Within two, see, sorry, I gotto get rid of that.
Speaker 3 (04:45):
How many?
Speaker 1 (04:45):
teachers Are in the state of Texas, am I?
Speaker 3 (04:47):
supposed to be talking as loud as you.
I'm just talking into my mic,all right.
I'm just checking how manyteachers are there in the state
of Texas.
Yes, not enough.
We are in the middle of ateacher shortage.
Speaker 1 (05:00):
You're correct, but how many?
Just take a guess, really justa fun game Really.
Speaker 2 (05:07):
Just an answer there's 60,000.
Speaker 1 (05:09):
60,000 in Texas.
What do you think?
Speaker 3 (05:13):
That's a bad number.
I'd rather come in under thanover.
Yeah, so now the pressure's onyou.
Speaker 2 (05:19):
No, I would say 90,000.
Speaker 1 (05:23):
In Texas.
There's about 390,000 teachers.
Speaker 3 (05:26):
See, I said 390,000, but the 300 part got cut off.
Speaker 1 (05:30):
What percentage is female versus male?
Speaker 2 (05:34):
I'm going 72.
What do you think?
Female.
Speaker 3 (05:39):
I would say 87.
Speaker 1 (05:41):
It's about 75.
Okay, so what percentage do youthink have back pain?
Speaker 3 (05:46):
What is 40% of 300?
I'm not asking for a number,what?
Speaker 1 (05:50):
percentage.
Speaker 2 (05:51):
It's not a hard game.
It's pretty simple 70%.
Speaker 1 (05:54):
It's not that much.
What do you think?
Let's say 42%.
It's about 63%, okay, about 63%.
Of teachers have low back pain.
Wow.
Speaker 2 (06:10):
And what's the main cause of low back pain in the
work-related industry?
Speaker 1 (06:13):
Leaning over on your computer Wrong, what do you
think?
Send dirty laptop, both of youguys are right.
Speaker 3 (06:16):
Ding ding, ding, ding ding, I get a full point here.
Speaker 1 (06:18):
It's about ergonomics .
Speaker 3 (06:20):
Ergonomics.
Speaker 1 (06:26):
Unfortunately, many teachers are standing or sitting
a long time, and that itselfcauses low back pain.
It's not doing a bunch of heavylifting, it's not exercising
too much, it's not leaning overyour computer.
It's ergonomic factors.
A lot of teachers have to dothat to get their work done.
There is a shortage of teachers, which is really a travesty
because teachers are investingin our future.
What are the biggest problemsyou see with teaching right now?
Speaker 3 (06:50):
Back pain-wise.
Speaker 1 (06:51):
No, just biggest problems.
Speaker 2 (06:52):
Generally speaking yeah.
Speaker 3 (06:55):
In addition to the teacher shortage.
Yep, we're having quite a fewteachers become teachers after
they go through alternativecertification, which means that
they don't student teach, andI'm not really sure about the
quality of the education program.
Okay, that's two.
And then three is there seemsto be a propensity or a tendency
(07:19):
for people to want to teach allthe kids in the exact same way,
in the exact same manner,regardless of how the students
learn.
Different students learndifferent ways Differentiation.
Speaker 1 (07:30):
So let me consolidate your answers.
So, work-related stressabsolutely.
Poor teacher quality or notoptimal education absolutely is
a concern.
Health-related mental problems,not only for the teachers but
the students yes.
Low pay yes, I understand thatit's a significant problem for
teachers to be at work and attheir utmost health, and then,
(07:53):
consequently, there's downstreameffects where the education
suffers.
Correct, right, okay.
So how are we going to fixthese problems to make sure we
can optimize teachers health?
Speaker 3 (08:05):
well, based on what I've learned so far having
worked with you, dr moran isI've learned you can just call
me mark.
Okay, I mean whatever, alan, doyou?
Speaker 1 (08:19):
have you met me?
I'll call you out middle namea-l-a-n.
You can call me whatever youwant to call me.
Speaker 3 (08:23):
Alan's his middle name A-L-A-N.
You can call me whatever youwant to call me, all right.
So Alan has taught me.
I have been in a lot of.
I've experienced a lot ofstress in the job.
It's a very stressful job.
Most people don't realize thatuntil, like there's an outbreak
(08:52):
of a once-in-a-lifetime pandemicand then they appreciate you
for until the pandemic's over.
Speaker 1 (08:54):
Well, let me ask you a question on that point.
How many hours a week do mostteachers work?
It's not 40.
What is it?
70 or 80?
It's about 54.
It's about 54.
On average, it's 54.
And what percentage of time ofteachers work is spent in the
school?
Speaker 3 (09:04):
the vast majority.
It's about 46 percent.
Well, that's close to the joy.
Speaker 1 (09:08):
It's like half so the point is a lot of time teachers
are working outside of schoolthat people don't appreciate
exactly exactly, okay, thank you, appreciate that right yeah, so
a lot of times teachers do abunch of work at home where
they're grading papers orreviewing lesson plans or
talking to parents or whatever,so a significant amount of work
is done where they're gradingpapers or reviewing lesson plans
or talking to parents orwhatever.
So a significant amount of workis done outside the school.
(09:29):
It's not just includingweekends so what is someone?
what is your opinion about oneways we could empower teachers
to help them optimize theirhealth so that, consequently,
they could project efficientteaching to their students this
is what I was getting at earlier, before I was cut off I was
totally interrupting you.
Yes, sorry about that, so letme go ahead and backtrack.
Speaker 3 (09:49):
What I was going to say is I started working with dr
moran mark alan, whatever youwant to call him and he taught
me yoga and dietary changes andthings of that nature and I've
lost 30 pounds and but you'vedone a good job of exercising
too.
Speaker 1 (10:04):
You're exercising a lot more.
Speaker 3 (10:05):
Yes, I'm making that a priority.
So that's good.
I didn't used to make that apriority, because there's always
something to grade, and I'vealso noticed that my neck pain,
my back pain, my hip pain's gone.
Speaker 1 (10:18):
So what I'm hearing you say is you've become an
active participant in yourhealth, yes, okay.
What do flight attendants tellyou when you're on the flight
and you're about to take offwith oxygen?
Speaker 2 (10:30):
They say please put on the mask yourself before you
help your child.
Speaker 3 (10:32):
And why do they do that?
Speaker 2 (10:35):
Because if something starts going really badly and
your first instinct is to takecare of your child or kid, right
, you can't do that if you don'thave oxygen and you're not
secure, calm place.
So if you put it on yourselfand you're receiving oxygen and
now you're protected and safe,you can there pass on the same.
Speaker 3 (10:50):
I think you didn't put it on right.
You have to pull the tabs,that's right.
Speaker 1 (10:53):
So essentially, what we're saying is you have to take
care of yourself first so youcan help others, and teachers a
lot of times don't do that.
A lot of times they put theirstudents first, or their
classroom first, or their lessonplans first, or their parents
first.
They do all kinds of otherthings to take care of other
things besides themselves andconsequently they're not
(11:16):
optimized for teaching.
Speaker 3 (11:18):
I 100% agree with that and I lived that life all
the way through earning my PhD.
And I lived that life all theway through earning my PhD.
So then I was going to work,prioritizing the kids coming
straight home, sitting over acomputer for three, four hours a
night and prioritizing that,and there was no exercise for a
span of three years, I rememberand I put on weight and my pains
(11:44):
that I mentioned earlier were amajor issue.
Speaker 2 (11:45):
So you have to be an active participant instead of a
passive recipient.
He already said that.
Speaker 3 (11:48):
He said that 10 times , I don't need you to repeat it.
I learned that from him.
Speaker 2 (11:52):
So when did you become intentional?
What was the aha moment for you, after you just described what
was going on for three years,that you said, hey, I'm going to
go to yoga class with Marco.
What was the aha moment thatbecame the intentionality for
you to change your life and beproactive?
Speaker 1 (12:08):
Is intentionality a word?
It is now.
Speaker 3 (12:11):
Isn't it?
Okay, I remember I don't knowhow long ago it was, I guess it
was two summers ago I justremember thinking well, I
happened to walk by mygraduation picture when I got my
PhD and my face was all swollenand everything else, and it
still was because I wasn'tliving a healthy lifestyle.
So I just made a consciousdecision to start walking.
(12:33):
I started with walking twomiles, four miles, six miles,
eight miles, 10 miles, and thenI noticed I was feeling better,
more awake more able to handlestress.
And then I started going back tothe gym.
I hadn't been since COVID and Iliked it a lot.
And then I started doing yogaand it just continued from there
(12:55):
.
Speaker 1 (12:57):
So if you could go back and tell 35-year-old Scott.
Speaker 2 (13:03):
This 35-year-old's got a hair.
He did.
Speaker 3 (13:07):
That was only five years ago.
Speaker 1 (13:10):
If you could go back, what would be the number one
priority you could change toprevent all these problems?
Speaker 3 (13:24):
these problems.
I would say eat healthy andtake care of yourself and
exercise and make yourself apriority, because I've never
done that well until recently.
I've always put everybody elsefirst.
Speaker 1 (13:31):
You're exactly right.
That is.
The main lesson here is that wehave to try and get people to
empower themselves so that theydon't get to the point not to be
disrespectful where you wereand then you had to use all
these years where you weren'tbeing healthy and suffering with
pain and consequences of notbeing healthy and then,
consequently, it drags out.
So I agree with you If youcould go back and tell yourself
(13:54):
what the priority is, it's be anactive participant in your
health.
Eat healthy, exercise, Takecare of yourself, Do yoga.
Like you said it's veryimportant, and all these little
things will help maximize yourhealth, consequently minimize
your health care expenses,because a lot of teachers don't
make a lot of money, so they alot of times erroneously think
(14:16):
they should not spend money onhealth, but then they spend
money on all these expenses thatcome with poor health.
A lot of times teachers need torealize they should invest even
minimal amounts of money, likeshoes or not buying so much food
or resistance bands orsomething where they can just
start walking and being healthyand that, in turn, will give
(14:38):
them a return that they want.
Speaker 3 (14:39):
Make sure you buy the right size shoes, because I had
the wrong size shoes for twoyears, didn't understand why I
had foot pain and then realizedthey were too small.
Speaker 2 (14:50):
I would add that I think that's really good stuff.
I would add that first of allto you and all the teachers out
there, thank you for what you do.
Your selfless job is certainlyunder noticed and certainly
certainly underpaid, and so weappreciate all what you do.
I would tell you that um Iwould add, to be truly um
intentional, I thought aboutwriting a book one time did I
say all this?
(15:10):
No, I want to label it livetensional, because if the word
intentional is inside, which isnot to do that.
Well, I'm still thinking aboutit.
Okay, I might do it, yeah, soyou can't.
Speaker 1 (15:21):
It's not a British title, live Tensional.
Is that title copyrighted?
Not yet Okay.
Well, it's on video right now.
Speaker 3 (15:27):
It's my show.
I'm going to go home right now.
I'm going to patent that it'smy show.
Speaker 2 (15:30):
It's good.
Live T intentional living,because live intentional is one
word, it's more, it's all aboutbrainy, okay, but anyway.
(15:51):
And so live sensual.
But take let's call it teachertime.
Right, and maybe take teachertime for yourself.
Yeah, even if it's getting upan hour early or 30 minutes
early and go walk down the blockone time.
Take teacher time like no, it'snot about the four kids I've
got to wake up and makebreakfast for.
It's not about the four kidsI've got to wake up and make
breakfast for.
It's not about the extra gradesthat I have to grade.
I'm going to take teacher timefor myself and I'm going to be
intentional.
I'm going to live intentionalin that moment.
Speaker 1 (16:07):
Put oxygen on yourself first so you can take
care of others.
Speaker 3 (16:10):
I agree with that.
Again, you've got to pull thestraps.
Speaker 1 (16:13):
I agree with that.
Speaker 3 (16:22):
What percentage of teachers are seriously
considering leaving teaching?
Oof Now, oof.
Well, if you mean based on whatyou've read on the internet
versus reality, I would saybased on the internet, it's
probably 60%.
Speaker 2 (16:33):
In reality it's probably 70%.
I was going to say 65, 70.
Speaker 1 (16:37):
70%.
So about 70 out of 7 out of 10patients Teachers really are
seriously considered leaving.
And what is that going to do tothe quality of education of our
kids?
So, as we look to try and solvethese problems, it is well
known, it's well proven, thatyour health is your wealth and
personal happiness is tied toyour health.
(17:00):
If we could get teachers toinvest in themselves just a
little bit like Mike said, 5, 10, 15 minutes teacher time a day
there would be a snowball effectof becoming healthier.
Consequently, personalhappiness would be raised and
then there probably would beless likely for them to leave
their job.
Speaker 3 (17:18):
Yeah, right now we have a quiet room where you can
go and sit.
There's no exercise equipmentin there, it's just to shut the
door and tune everyone out, andI don't know that that's healthy
.
Speaker 2 (17:30):
I love seeing office buildings, things like that,
where during the lunch hour youjust see people taking a
10-minute walk.
It's better than nothing.
Fresh air, that's great.
Speaker 3 (17:38):
We do laps around the campus.
Speaker 2 (17:42):
Yeah, share, that's great.
Um, do laps around the campus.
Yeah, you, you could there.
There really is no excuse, uh,to not doing it.
Um, we all have hard days, butthere's there's no excuse.
Even when I'm tired, don't wantto go to the gym, or whatever,
I'll just go walk.
Speaker 1 (17:51):
what percentage of those teachers are going to miss
10 work days every year justfrom low back pain?
Speaker 3 (17:59):
Well, we're only giving eight days off a year,
just take a guess Percentage 18.
Speaker 1 (18:05):
What do you think?
Speaker 2 (18:06):
18 percent.
10 days is a lot, so they'relying right.
I mean, obviously they don'thave that much PTO.
So that's my point.
Speaker 1 (18:14):
No, we just said teachers are out of shape.
Speaker 2 (18:17):
Exactly.
Speaker 1 (18:18):
They don't have that much strained.
Don't get beat, aren'texercising, they're not going to
work.
Speaker 2 (18:23):
So, 18% of them is going to impact.
Speaker 1 (18:26):
You know what Both of you guys' answers are going to
be right.
I just need an answer.
Speaker 3 (18:29):
I would say 40%.
Speaker 1 (18:31):
It's about 15%.
Speaker 3 (18:32):
See, it's 15%.
15% of every workforce in thecountry, whether it's teachers,
whether it's people working.
I said 18.
Whether it's teachers, whetherit's people, working.
Speaker 1 (18:42):
You said people in Northside.
I said every workforce in thecountry.
About 15% of them will miss 10work days a year from low back
pain.
Northside has 20,000 teachers.
Speaker 3 (18:51):
So 15% of 20,000 is what?
15% of 20,000?
Is what I wasn't told there'dbe math.
I'm an English teacher.
Speaker 1 (18:58):
What's 10% of 20,000?
Well, 10% of 20,000 is 2,000.
Speaker 3 (19:04):
Plus another 500-ish Plus another 1,000.
Speaker 2 (19:08):
Everybody.
He's an Aggie.
That didn't go too well for him.
He's an English teacher 3,000.
Speaker 1 (19:13):
It's about 3,000 workers.
Maybe Okay, no, that's thestatistics Are missing work for
10 days.
So you multiply 3,000 times 10.
That's 30,000.
30,000 work days per year lostbecause of a bike.
Speaker 3 (19:28):
Wait, I'm confused.
There's only 365 days in a year, so how can there be 30,000?
Speaker 1 (19:33):
It's all the teachers , but there's only 365 days.
Speaker 2 (19:37):
Listen to what I'm saying.
You're not listening.
I am listening, I'm joking.
Speaker 1 (19:40):
You're not listening.
Listen to what I'm saying.
You're not listening.
I am listening.
I'm joking, I'm not stupid.
There's about 30,000 lost workdays a year in Northside Because
of the movement Equivalent to.
Speaker 3 (19:48):
So then they have to get substitutes, yes or they
have to get people teacherspulled from different rooms.
Speaker 1 (19:53):
Yes, or they have to do other things that minimize
the optimization of education.
And essentially anybody with apulse can be a sub, and they
don't often do anything that youleave for them.
Well, I'm sure there's lots ofgood subs out there.
We're gonna make sure we'renice.
Okay, there's lots of good subsout there there's some good subs
out there, but there are alsosome that don't necessarily
follow through with the lessonwell, there's lots of good subs
(20:15):
out there, but, just like subsare, they haven't been trained,
they're not used to the system,so of course they're not going
to be as efficient as a teacher.
Firehouse subs is really goodfirehouse, but the point is
again to reiterate it's veryimportant for teachers to learn
the lesson you learned after 20years to invest in themselves,
to be healthy and active andexercise, do yoga, eat healthy
(20:38):
so they can prevent the problemsthat are coming, and it is not
hard to see that these willoccur.
Okay, and usually it's morewomen than men that have low
back pain.
Speaker 3 (20:48):
Is there a reason why we're focusing on teachers?
Is it just because I'm here,because I'm concerned about
rodeo cowboys?
We're talking about teachers.
They must have a lot of backpain.
Speaker 1 (20:55):
They definitely have a lot of back pain.
I have lots of road.
I'm very concerned about that.
So you're right, we should talkabout other things, which is
why we're talking about low backpain in general and that's why
we have Mike here.
There's lots of different waysto treat back pain.
One of the ways I recommend isgo to one month mdcom.
There's lots of education thereabout learning the causes and
(21:16):
treatments and prevention of lowback pain, which I highly
recommend everyone do because itempowers them.
Other things would be medicines, therapies, injections or
surgery.
Gummies I take care of medicines, I take care of injections, I
take care of therapy, but Irefer out for surgeries.
Speaker 3 (21:33):
That's true.
You have injected me in thebutt before.
It helps my pain a lot.
Speaker 1 (21:39):
I'm glad that you got benefit.
What percentage of Americans doyou think will have back pain?
Will have back pain 60% and yousaid 40?
It's about 80.
About 80% of Americans aregoing to have back pain at some
point in their life.
Man, okay, now a lot of timespeople have back pain.
They try things at home, thenthey go to a doctor.
(22:00):
They get an MRI.
Of times people have back pain.
They try things at home, thenthey go to a doctor, they get an
mri.
What percentage of americanswill have pathology like
herniated or bulging discs on anmri with no symptoms?
Speaker 2 (22:11):
80.
No, it's probably, it's not.
It's not the same.
I mean he's just taking a guess.
Speaker 1 (22:16):
Yeah, I was gonna say 60 it's about 35 okay so A lot
of times patients will go get anMRI and the MRI will show
bulging discs with no symptoms.
So consequently, we don't endup treating those patients
because they don't have symptoms.
You don't treat the picture,you treat the patient On the
other hand a lot of timespatients will come in and they
(22:38):
have really bad symptoms.
We treat them with medicines ortherapy first, because the
image might not be right, right,okay.
So of the patients that do havesignificant symptomatic
herniations or bulging discs, wetry medicines, we try
injections and one of the thingswe try to prevent is
re-herniations of discs.
For patients that do havesymptomatic herniations and we
(22:59):
do injections and their symptomsget better, what percentage
re-herniate?
Very?
Speaker 3 (23:04):
high.
Speaker 2 (23:08):
The data shows 5 to 15%.
Speaker 1 (23:10):
That's right, it's about 10%.
This is Mike's field.
This is Mike's field ofexpertise.
I know this, he knows this andMike was so nice Well.
I wasn't giving any notes oranything.
He brought some visual aids.
So can you explain bulgingdiscs to us and then we'll kind
of transition into barricade.
Speaker 2 (23:28):
This is a part of your spine segment.
So these are the spinousprocess, those little bumps that
go down to your back.
This is your spine, looking atit from the back.
Now, if I turn it to the side Iwould be turning sideways.
This is one of the vertebralbodies and in the middle of that
of each two vertebral bodies isthe disc.
The disc is a circular functionand it's outside annulus that
(23:49):
has a bunch of jelly stuff inthe middle.
Okay, when a disc occurs andthis allows the loading of the
spine, as we stand up, we bendforward, we bend back.
So disc herniation, this yellowthing is the spinal cord.
A disc herniation occurs whenthe annulus, the outer covering
of the disc, gets really weakand as the loading occurs, part
(24:12):
of the inner part of the disc,the nucleus, can squirt out or
be contained and put a bulge onthe yellow thing which is the
nerve, which causes pain goingdown the butt and the back of
the leg and the classic exampleof that is donuts jelly donuts,
we tell our patients.
Speaker 1 (24:27):
Disc bulges are just like jelly donuts.
When you bite a jelly donut itsquirts out backwards.
It's the same thing with these.
If you put pressure on thefront, it's going to squirt out
backwards.
That's a disc bulge.
It's just like biting a jellydonut and that disc bulge will
put pressure on the nerve andthen you will have pain down the
nerve.
Does that actually squirt out?
Speaker 2 (24:47):
Yeah, that's a disc bulge, or it can be a contained
fragment.
It can be a sequesteredfragment, meaning it goes out.
I know what sequesteredfragment meaning it goes out, I
know it sequestered me.
Speaker 3 (24:56):
Okay, that's I know, you know what so that is a disc
bulge.
Speaker 2 (25:01):
So the bulge can be contained.
Just putting pressure on thenerve it can actually separate
and go back out and they'll haveto go disc it out, fish it out.
But that pushed pressure on thenerves causing pain symptoms.
Uh, they'll get an mri.
If dr moran, if theconservative therapy doesn't
work, injections, whatever hemay refer to a surgeon for a
discectomy.
Ectomy means removal of Thankyou, discectomy, removal of that
(25:25):
.
So the surgeon would go in,take out the bad part of the
disc, the jelly part, the jellypart, to remove it,
decompressing or taking thepressure off of the nerve so the
pain goes away, the pain goesaway, but you still have no
little bag in between your….
Speaker 3 (25:42):
Very good, that's good.
The light part.
Speaker 1 (25:44):
Well, it's still there, it's just not as much.
Speaker 3 (25:46):
Not as much right.
Speaker 1 (25:48):
Imagine taking some of the jelly away from the donut
.
Speaker 3 (25:49):
There's still some jelly in there, right.
You're just taking the pieceoff that came out, but you have
less of a cushion from thatpoint on you do, and that outer
circular part of the donut.
Speaker 2 (25:59):
now there's a hole there right, Because they had to
remove the donut.
You're leaving a hole there,right, Depending on the size of
the hole.
The data shows that thatre-herniation rate, now that
that bad disc has been taken out, there is a hole there.
Speaker 3 (26:19):
That re-herniation rate is 15, 20, 25 percent
different data and I would guessthat that would also lead to
other injuries, because you'recompensating for it could.
Speaker 2 (26:24):
So not only removing discs.
The problem that the surgeonshave had for eight years that
they've been doing disectomiesis a lot of times they'll go in
and do a disectomy and they'lltake a lot of the disc out, the
native tissue out, so that itdoesn't squeeze back out the
hole that's there and left tore-herniate and cause the
symptoms again.
So they take a lot of it out soit doesn't re-herniate right.
So they have to be a littlemore aggressive than they
(26:46):
typically want to be and nobodywants that.
Nobody wants that because thathealthy tissue and people our
age 40, 50, 60, 70 year olds,20olds they have healthy discs.
They don't want to hopefullyhave a diffusion down the road.
So a device was developed by aguy, greg Lambrecht, his mom
re-herniated L4-5 and L5-1.
A few months later re-herniatedthis was his mom re-herniated
(27:10):
Through the same levels, becameaddicted to opioids, had to have
a three-level fusion and it wasawful.
So he came up with a betteridea In his garage, mit trained.
Speaker 1 (27:20):
There's nothing wrong with coming up with a good idea
to help your mom.
Speaker 2 (27:23):
That's right, we love moms.
We love moms.
Who do you think mom loves themost?
Huh?
Speaker 1 (27:28):
I'm going to say You're wrong they stopped having
kids after me.
Speaker 2 (27:33):
I asked her this what is the percentage of love that
she has for me versus you guys?
Speaker 3 (27:39):
No, in actuality, as the firstborn, it's fair to say
that I was most wanted, and thenyou guys were a surprise.
Speaker 1 (27:51):
She has called me an accident.
She said you're an accidentwhen you were a surprise.
Speaker 2 (27:55):
Firstborn?
Have you heard of the sayingthat goes if at first you don't
succeed, Try, try again.
Oh, that's right.
Speaker 3 (28:01):
Try, try.
That's your real laugh, right?
It's like a sound effect laugh.
Okay.
Speaker 2 (28:09):
Seriously, yeah, like a ringtone laugh.
It's a really good laugh.
Speaker 1 (28:12):
Can we at least agree that it was Mike, because if it
was first it was you, if it waslast it was me.
Speaker 3 (28:16):
It definitely wasn't Mike, yeah, you're in the middle
You're the jelly Like, if youwere the best, why would she
have me?
You're the jelly.
Well, she had us together.
You're the jelly, you'reherniated.
I don't really know thatanalogy, but you have someone
who had a herniation.
Speaker 1 (28:33):
They had pain, they had a re-herniation, they got
addicted to opioids or narcoticsNarcotics are bad for you.
And so the son said I'm goingto do something to help not only
my mom, but to help society.
Speaker 2 (28:43):
That's right.
So he came up with a productand a company called Intrinsic
Therapeutics and the product'scalled Barricade.
Speaker 3 (28:57):
And it does.
You say he's trained at MIT.
Yeah, so he's not a doctor.
No, how did he learn how to dothis?
He's an inventor.
He's an engineer.
He's an engineer.
Speaker 2 (29:01):
Okay, so he came up with a little device that
actually goes into one of thebones, into the bone, so it's
bone anchored, it's not going togo in there.
And it kind of goes in to thedisc part and opens up like a
catcher's mitt.
So now it's occluding orclosing that hole from within so
the disc can't re-herniatethrough that hole Like a balloon
(29:24):
, Just like that.
So it looks like a catcher'smitt, so now the disc can't get
back out.
This is the disc, so it nowcan't go back out that same hole
that was there.
And the data shows that with abarricade in you, you are 80.
It prevents re-operation orre-herniation by 81 percent.
Um.
It's.
This has been around.
Fda approved in 2020.
(29:45):
Um.
I think there's 11 12 000patients that have been done so
far great results, and itcertainly is one option if the
conservative therapy doesn'twork.
Speaker 1 (29:54):
Okay, good good and how long does this surgery take?
Is it painful?
Does it take like months torecover?
What's the prognosis?
Speaker 2 (30:01):
So a normal disectomy without barricade is going to
take about 45 minutes to an hour.
Small incisions some surgeonswill use a little tube they look
through.
Some people use a little miniopen With a barricade.
Usually average an additionalfive to seven minutes of time.
Pretty simple in procedure.
These are all neurosurgeons,orthopedic spine surgeons that
(30:22):
do this.
They're trained.
They've all done several,several, several thousand.
Can you get that intosomebody's back?
Speaker 3 (30:27):
laparoscopically.
Speaker 2 (30:28):
Not yet.
Great question, but not rightyet, not yet.
They're working on that.
They're working on that Goodquestion.
Yeah, that's a good question,great job?
Speaker 1 (30:35):
Yeah, appreciate it.
And what's the?
Not just the pretty things.
What's the recovery?
Speaker 2 (30:40):
time.
So the recovery time is theexact same with the disectomy.
There is no added recovery timewith the barricade.
Speaker 1 (30:44):
So it's not overnight .
Speaker 2 (30:45):
Not overnight, so it's outpatient.
Speaker 1 (30:47):
Outpatient, and then they have limited activity for a
week.
Speaker 2 (30:51):
Surgeons' cadence of the way they give a post-op care
will say with a normaldisectomy will say no BLTs, no
bending, lifting, twisting forsix weeks.
We're seeing surgeons aroundthe country that are limiting
that, lowering that to maybethree or four weeks.
Some surgeons are going hey, Iwant you healthy right away the
very next day.
Some doctors are keeping thesix weeks.
It's all dependent on theirexperience experience.
(31:16):
Some of the more experiencedsurgeons in texas, san antonio
and austin around the countryhave really tried to back to
your original thought of gettingup, getting mobile and working
and causing a cardiovascular,cardiovascular relief to blood
flow supply to start healing.
I've really encouraged thepatients to get equipment.
Speaker 1 (31:30):
Okay, good.
So what are the main riskfactors?
Are there, or what's yourincidence, of complications with
this surgery?
Speaker 2 (31:38):
So our level, one data shows of the Level one data
.
Speaker 1 (31:42):
What does that mean?
Well, it's a certain type ofstudy, in the way it's produced,
like the highest level ofresearch.
Speaker 2 (31:47):
It's the highest level of qualified research that
can be done for a company andthat data shows that the
incident rate is less than 2%.
Typically it's really 1.4%,something like that, but it's
less than 2%.
Very, very safe procedure, asin any other procedure that you
do a fusion or things like that.
(32:07):
Really, the exclusion criteriais just a patient that's
morbidly obese.
If their bones can't handle animplant or a device, then it
probably wouldn't be recommended.
Or if they have osteopenia orparotid and their bones' quality
is not good to be able tohandle.
Osteopenia meaning weak bones,weak bone or osteoporosis
meaning weak bones.
Speaker 1 (32:26):
And your 1.47.
Whatever ratio, complication isminor complications.
What is your risk factors forsignificant complications?
Do you know percentage for that?
It's less than 2%.
It's got to be way less than1.4%.
Speaker 2 (32:39):
It's way less.
I want to say it's 0.03%, butdon't quote me on that.
I'd have to get that to you.
We'll edit that out.
Speaker 1 (32:46):
Which comes to my point for the patients to know
is don't confuse possibilitywith probability.
Certainly it's possible thatyou have a complication with any
surgery, even procedures, butdon't confuse the probability of
something that's very, very lowlikelihood to have a minor
complication at 1.4, much less asignificant complication of
0.03.
That's why you go and talk toyour surgeon so they can explain
(33:09):
this and answer your questionsand see if you're a good
candidate for this procedure thebarricade block to prevent
reherniations.
You're a good candidate forthis procedure the barricade
block to prevent re-herniations.
You're a lot smarter than youlook.
I'm impressed.
I think you're just as smart asyou look.
Speaker 2 (33:23):
That's a good one, Dr Moran.
Who do you think mom thinks issmart?
He thought it was a compliment.
Speaker 3 (33:32):
You wouldn't understand.
I'm sorry.
You look great for 75.
Just for me, I'm sorry.
You look great for 75.
Speaker 1 (33:39):
Just for me.
There you go.
All right, did you guys?
Speaker 3 (33:55):
have something to tell all our viewers about what
you kind of want to know aboutteaching and what they can do to
help support teachers and helpthe kids optimize their
education.
So statistically this may sounda little unbelievable, but 60%
of fourth graders in thiscountry are not reading on grade
level 60%, and in Texas it's52%.
Then when you factor in theeconomically disadvantaged
(34:15):
population it goes up to 62%, ifthere's any.
And I understand we're in asituation where most of the time
both parents work and peopleare struggling to get by.
If there's anything that dataand research shows can help your
kids the most, it's for them toread, it's for them to practice
(34:41):
reading with you, and if thatmeans various types of programs
phonics, what have you so be it.
If they don't have on gradelevel skills reading wise by the
time they're in third grade,the chances of them ending up in
jail or having a life ofpoverty are 70%.
(35:03):
The state of Texas actuallyprojects building jails based on
third grade star scores.
Speaker 1 (35:09):
I didn't know that Interesting.
So clearly we need to make surethat our parents are being
active participants with theirkids' education, so reading 15
minutes a night or 20 minutes anight, or actually involve them
in making sure that they'retalking to them.
Speaker 3 (35:24):
Take the phone out of their hands and have them read.
Speaker 1 (35:28):
So reading is very important because if you can
read, you can read to doanything.
So you got to learn how to read.
So very good message.
To do anything, so you got tolearn how to read.
So very good message.
And what did you have to say toour viewers about things they
can do to help understand, orwhat are some common questions
that you get where patients say,well, I don't want to do this
or this.
What would you tell them if youhad an opportunity to speak to
all of them?
Speaker 2 (35:47):
I would personally say and thanks again for having
us, Dr Moran I would saypersonally, I would personally
say I don't want anybody outthere to have a barricade.
I don't want you to have aherniation, and that's something
that you totally can controlyourself.
Right, it gets back to what wewere talking about with low back
pain and being an activeparticipant instead of passive
(36:08):
recipient.
It gets back to talking aboutsedentary lifestyle.
It gets back to talking aboutsitting at a desk, sitting at
home, sitting on the couch, whenyou're there for three hours
watching TV.
I don't want you to have tohave a barricade.
I don't, and you can controlthat right.
Control your controllables.
We all have options.
We can live tensional with theway we choose to do.
(36:28):
Good plug for your book.
Thank you for that Good plug,right?
Take the teacher time foryourself, right?
You don't want one of these,you don't want procedures, you
don't want back pain and if youhave it you can help that.
You can help it.
Now.
We've got N of one right here,looking right Back pain, a
little overweight.
He had an aha moment and he'schanged his life and we're so
(36:50):
proud of him for it, right?
So take control of your life.
Take some teacher time.
You deserve it because yourfamily deserves it.
Speaker 1 (36:58):
I have two more questions for you guys and I
think I'm pretty sure you guyswill get them, but we're going
to find out, all right, who saidthis, quote Where's the
Churchill, the battle is won.
Before stepping foot on thebattlefield Douglas MacArthur.
Speaker 3 (37:14):
Sun Tzu, sun Tzu, sun Tzu.
Lincoln Sun Tzu, sun Tzu, sunTzu.
I like it, sun Tzu.
Tzu, I couldn't pronounce itSun Tzu, I'll give you that one,
sun Tzu, well known for being agreat warrior, a great leader
of men, many, many centuries ago, and he wrote a book called the
(37:35):
Art of War, and in the art ofwar that's one of the things he
said.
But it's not really just aboutwar, it's about life, right
correct.
Speaker 1 (37:43):
So sun tzu was a chinese philosopher who lived
around 500 bc, so 3 000 yearsago.
He sure he wasn't a warrior.
He was a warrior and a generaland a military strategist.
But he wrote this book, the artof war, which is still used
today, because the principles heput in it 3 000 years ago are
still very applicable today, oneof which being the battle is
(38:06):
won before stepping foot on thebattlefield.
Next quote who said this if youfail to prepare, prepare to
fail.
Speaker 3 (38:15):
I'm, I'm going to go with Lee Iacocca.
That is incorrect, okay.
That is totally out of your box.
Speaker 1 (38:20):
Well, I thought it was a good guess.
Speaker 2 (38:22):
No.
Speaker 3 (38:23):
Out to prepare, prepare to fail.
I'm going to go.
I want to say Winston Churchill.
Speaker 2 (38:33):
I'm going to go.
Is it a president?
It is no, it wasn't a president, oh, okay.
Speaker 1 (38:38):
He was a famous statesman.
You're leaning?
Speaker 2 (38:41):
towards that, aren't you?
Yeah, totally, I'm going to gowith Bill Russell.
Speaker 1 (38:50):
It was Ben Franklin.
I was close, ben Franklin, Iknew it was a B.
Speaker 3 (38:53):
It was coming to me.
Speaker 1 (38:54):
Ben Franklin said.
One of my favorite quotes ofall time is if you are failing
to prepare you are preparing youare preparing to fail.
So think about that.
We've talked about this for anhour now.
We are telling people what isgoing to happen if they don't
invest in their kids education.
I have one if they don't investin their own health, if they
don't take care of back pain.
(39:15):
We are telling them right nowif you fail to prepare, you are
preparing to fail and you'regoing to need this information.
Live tensionally, Livetensionally.
Speaker 3 (39:24):
Right, Since I keep bringing up Winston Churchill.
Winston Churchill said thosewho never change their minds
never change anything, whichalso applies in this situation.
Speaker 1 (39:36):
Right, never change anything, which also applies in
this situation, right?
So we are trying to help ourcommunity, our society, our
friends and family to be healthy, happy people, and that's going
to take some investment.
Have you guys ever improvedanything without investing time?
Nope, no, no.
If you want to improvesomething, you have to invest
(39:56):
time.
So, viewers, we appreciate you,we love you, we want you to be
happy and healthy and productiveand prevent these problems.
So invest some time in yourself, take the oxygen, put it on
yourself so you can help others,and we hope you enjoyed the
show.
Please call with any questionsor email me.
We are happy to help out.
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