Objective We sought to evaluate a year 3 motivational interviewing (MI) curriculum using a standardized patient case. Methods The 2-hour small group MI curriculum included a didactic presentation followed by interactive role plays. During a clinical skills assessment at the end of year 3 the MI skills of 80 students who had participated in the curriculum were compared with those of 19 students who had not participated. Results The standardized patient reliably rated the students on their performance of 8 items. Students who had participated in the MI curriculum were significantly more proficient than nonparticipating students in the performance of 2 strategic MI skills, importance and confidence rulers (ps < .006). The groups did not differ in their use of patient-centered counseling skills or collaborative change planning commonly used in MI. Conclusions Third year medical students can learn to use MI skills that specifically aim to enhance patients’ motivations for change. Practice Implications Medical schools should consider providing students with MI training and MI skill assessments using standardized patient cases to help students prepare to counsel patients for behavior change.

These data suggest fundamental inadequacies in the current paradigm for teaching physical examination skills. Standardized patient checklist data can provide an informative window into the efficacy of teaching practices.

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Introduction/objectivesRespiratory medicine curriculum requires medical registrars to be competent in procedural skills such as intercostal chest drain (ICD) insertion, non-invasive ventilation (NIV) and thoracic ultrasound.1 Previous research2 has shown that medical registrars do not feel confident in performing respiratory related procedural skills and required further training in these skills.The aim of this research was to assess medical trainees’ experience and confidence in performing respiratory procedural skills and the influence a respiratory skills course had on trainees’ career aspirations and their confidence to perform these skills.MethodsA respiratory skills course consisting of three evening sessions was designed and delivered to medical trainees’. Teaching was delivered through small group tutorial, simulation and practice on real patients.A pre- and post-course survey was designed, consisting of closed, Likert style and free-text response questions. This was distributed to eleven attendees at the course.Results50% of course attendees had received previous teaching on NIV and thoracic ultrasound whilst 70% had previous teaching on ICD insertion. The majority of candidates did not feel confident in performing the procedural skills prior to the course.Following the course, all attendees felt that the course had improved their confidence and knowledge in performing all three procedural skills (Figure 1). One candidate stated that the course had ‘made me more enthusiastic about my career choice in respiratory medicine.’Abstract M30 Figure 1 ConclusionAlthough this study was small, the results are positive. There are however, implications to running further courses due to the willingness of faculty to facilitate sessions in their own time. This research does show that medical trainees do not feel confident in performing procedural skills, highlighting the need for more sustainable teaching in these areas to improve confidence and thus inspire trainees in medical careers.References1 Joint Royal Colleges of Physicians Training Board. Specialty training curriculum for respiratory medicine 2010. Available at: . [Accessed 13 July 2015]2 Scott A, Byrne D, Garvey JF, O’Regan A. How confident are medical registrars in performing respiratory orientated procedural skills? Irish J Med Sci. 2014;183(11):508