Comparison of Active-Learning Strategies for Motivational Interviewing Skills, Knowledge, and Confidence in First-Year Pharmacy Students

Abstract

Objective. To compare 3 strategies for pharmacy student learning of motivational interviewing skills, knowledge of motivational interviewing principles, and confidence in and attitudes toward their application. Design. Following a motivational interviewing lecture, first-year students were randomized to perform practice activities (written dialogue, peer role-play, or mock-patient counseling activities). Motivational interviewing skills, knowledge, confidence, and attitudes were measured. Assessment. All students demonstrated improvement in skills, knowledge, and confidence. Students in the mock-patient counseling group demonstrated significantly better motivational interviewing skills during practice and trended toward higher scores on the summative evaluation. They also demonstrated a significant improvement in knowledge compared with that of the written dialogue group during practice. Feedback at the end was generally positive, with students expressing recognition for the value of motivational interviewing. Conclusions. Students demonstrated their best performance of motivational interviewing during assessments using interactions with mock or standardized patients.

Predisposition for Empathy, Intercultural Sensitivity, and Intentions for Using Motivational Interviewing in First Year Pharmacy Students

“…[11][12][13] Pharmacy education has gradually embraced MI as a communication tool box that pharmacists can use to engage patients in health behavior change decision-making. [14][15][16][17] The utility and effectiveness of MI has been explored in various health behaviors for more than 30 years. [13][14][15][16][17][18] The fundamental basis of MI is the "Spirit" of MI.…”

“…[14][15][16][17] The utility and effectiveness of MI has been explored in various health behaviors for more than 30 years. [13][14][15][16][17][18] The fundamental basis of MI is the "Spirit" of MI. This refers to a way of communicating with patients in a purposeful, genuine, and person-centered approach.…”

Communication Capacity Building through Pharmacy Practice Simulation

“…[10][11][12] Interprofessional educational innovations assist in enhancing pharmacists' communication skills with other disciplines and foster general awareness of the potential of pharmacists' professional contributions, 13,14 thus facilitating pharmacists' participation in interdisciplinary health care teams. 15,16 Pharmacy students' development of and training in communication skills often uses some mode of simulated learning to assist with acquiring communication competencies and enhancing skills as learners. 2,6 Many health disciplines use simulations, including computer simulations, mannequin and actor simulations, [17][18][19] and some pharmacy schools incorporate simulated learning into their curricula.…”

“…2,6 Many health disciplines use simulations, including computer simulations, mannequin and actor simulations, [17][18][19] and some pharmacy schools incorporate simulated learning into their curricula. 13,15 Examples include virtual patients and online virtual patients, 18 virtual practice environments, 20 simulated patients with intellectual disabilities, 19 and human patient mannequins to teach interdisciplinary team skills. 2 A challenge for pharmacy education is to broaden the focus of communication competency development from pharmacy and interdisciplinary professional contexts to the totality of the student learning experience.…”

Learning to change: the rationale for the use of motivational interviewing in higher education

“…There is a body of research exploring the ways in which health care students are taught to use MI in their professional contexts (c.f. Hinz, 2010;Lupu, stewart, & o'neil, 2012) and it is possible that these findings could be utilised in the application of MI to enable teaching staff to work more effectively with students in HE. Lee et al (2014) have developed a framework for the use of MI in educational settings and there is potential for this to be adapted for use in HE.…”