Teaching brief motivational interviewing to medical students using a pedagogical framework |
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| Institution: | 1. School of Education, The University of Queensland, QLD 4072, Australia;2. Faculty of Health Sciences & Medicine, Bond University, Gold Coast, QLD 4229, Australia;1. Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, Institute of Public Health, Charité – Universitätsmedizin Berlin, Berlin, Germany;2. University of Education Freiburg, Department of Public Health and Health Education, Germany;3. Beuth University of Applied Sciences, Berlin, Germany;4. Institute of Social Medicine and Epidemiology, Brandenburg Medical School Theodor Fontane, Brandenburg an der Havel, Germany;1. Dept. of Population Health Sciences, Division of Health Informatics, Weill Cornell Medical College, New York, NY, USA;2. Department of Pediatrics, Weill Cornell Medical College, New York, NY, USA;3. Department of Biomedical Informatics, Columbia University, New York, NY, USA;4. Weill Cornell Medicine Samuel J Wood Library, New York, NY, USA;5. Department of Biomedical Informatics, Vanderbilt University Medical Center, Nashville, TN, USA;1. University of Kansas School of Medicine, Department of Population Health, Kansas City, KS USA;2. University of Kansas School of Nursing, Kansas City, KS USA;1. Maastricht University, Department of Family Medicine, Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht, The Netherlands;2. Maastricht University, Department of Educational Development and Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht, The Netherlands;3. RCSI University of Medicine and Health Sciences, Health Professions Education Centre, Dublin, Ireland;1. Psycho-Oncology Co-operative Research Group (PoCoG), Level 6 (North) Lifehouse (C36Z), School of Psychology, University of Sydney, Sydney 2006 Australia;2. School of Public Health, University of Sydney, 2006 Sydney, Australia;3. Cancer Theme, Garvan Institute of Medical Research, 384 Victoria St, Darlinghurst, NSW 2010, Australia;4. St Vincent’s Clinical School, University of NSW, Sydney, Australia;5. School of Psychology, University of Sydney, Sydney 2006, Australia;6. Psychosocial Research Group, Prince of Wales Clinical School, University of NSW, Sydney 2052, Australia;7. Dept of Medical Oncology, Prince of Wales Hospital, 320-346 Barker St, Randwick, NSW 2031, Australia;8. Newborn Screening, Ethics and Disability Studies, RTI International, Washington, DC, USA |
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| Abstract: | ObjectiveMedical schools are charged with assisting medical students to acquire the confidence, knowledge and skills for behavior change conversations in primary healthcare. The present study evaluated teaching brief motivational interviewing (MI) to pre-clinical medical students.MethodsForty-six students participated in an educational intervention premised on the Learn, See, Practice, Prove, Do, Maintain pedagogical framework, comprising 2 × 2-h lectures, a 2-h role-play triad session, and 3 × 2-h small group simulated patient encounters supported by scaffolding strategies. Measures of brief MI knowledge (MI Knowledge and Attitudes Test & Multiple-Choice Knowledge Test) and confidence (MI Confidence Scale) were taken at baseline, post-training, and 3-month follow-up, and skills (Behavior Change Counseling Index) were assessed at three intervals during simulated patient encounters.ResultsStudents who received brief MI training improved in knowledge and confidence from baseline to post-training and gains remained at 3-months. Brief MI skills improved across the simulation sessions.ConclusionPre-clinical medical students can attain knowledge, confidence and skills in brief MI after participation in a short intervention and improvements are sustainable.Practice implicationsOur results support the use of an evidence-based pedagogical framework for teaching brief MI in pre-clinical years of medical curricula and our scaffolding strategy affords promise. |
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| Keywords: | Motivational interviewing Health behavior change Patient-centered communication skills |
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