Enhancing Motivational Interviewing Training in a Family Medicine Clerkship

Kaltman, Stacey; WinklerPrins, Vincent J.; Serrano, Adriana; Talisman, Nicholas

doi:10.1080/10401334.2014.979179

Cited by 12 publications

(15 citation statements)

References 25 publications

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“…Moreover, participants appreciated the presentation of MOTIV@CŒUR course materials in a multimedia format, as they all reported acceptability scores of >6 for this item in the posttraining assessment. This extends existing literature concerning the feasibility and acceptability of illustrating complex clinical processes, such as brief MI, in video modules [18,38,56]. …”

Section: Discussionsupporting

confidence: 67%

“…While some previous studies examined Web-based MI training with health care practitioners [53-56], to our knowledge, this study was the first to examine cardiovascular nurses’ evaluation of an asynchronous Web-based e-learning platform for brief MI. We were successful in recruiting 31 participants within 11 days, of whom 28 completed posttraining measures.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study

Fontaine¹,

Cossette²,

Heppell³

et al. 2016

J Med Internet Res

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BackgroundBrief motivational interviewing (MI) can contribute to reductions in morbidity and mortality related to coronary artery disease, through health behavior change. Brief MI, unlike more intensive interventions, was proposed to meet the needs of clinicians with little spare time. While the provision of face-to-face brief MI training on a large scale is complicated, Web-based e-learning is promising because of the flexibility it offers.ObjectiveThe primary objective of this pilot study was to examine the feasibility and acceptability of a Web-based e-learning platform for brief MI (MOTIV@CŒUR), which was evaluated by nurses in cardiovascular care. The secondary objective was to assess the preliminary effect of the training on nurses’ perceived brief MI skills and self-reported clinical use of brief MI.MethodsWe conducted a single-group, pre-post pilot study involving nurses working in a coronary care unit to evaluate MOTIV@CŒUR, which is a Web-based e-learning platform for brief MI, consisting of two sessions lasting 30 and 20 minutes. MOTIV@CŒUR covers 4 real-life clinical situations through role-modeling videos showing nurse-client interactions. A brief introduction to MI is followed by role playing, during which a nurse practitioner evaluates clients’ motivation to change and intervenes according to the principles of brief MI. The clinical situations target smoking, medication adherence, physical activity, and diet. Nurses were asked to complete both Web-based training sessions asynchronously within 20 days, which allowed assessment of the feasibility of the intervention. Data regarding acceptability and preliminary effects (perceived skills in brief MI, and self-reported clinical use of conviction and confidence interventions) were self-assessed through Web-based questionnaires 30 days (±5 days) after the first session.ResultsWe enrolled 27 women and 4 men (mean age 37, SD 9 years) in March 2016. Of the 31 participants, 24 (77%, 95% CI 63%–91%) completed both sessions in ≤20 days. At 30 days, 28 of the 31 participants (90%) had completed at least one session. The training was rated as highly acceptable, with the highest scores observed for information quality (mean 6.26, SD 0.60; scale 0–7), perceived ease of use (mean 6.16, SD 0.78; scale 0–7), and system quality (mean 6.15, SD 0.58; scale 0–7). Posttraining scores for self-reported clinical use of confidence interventions were higher than pretraining scores (mean 34.72, SD 6.29 vs mean 31.48, SD 6.75, respectively; P=.03; scale 10–50). Other results were nonsignificant.ConclusionsBrief MI training using a Web-based e-learning platform including role-modeling videos is both feasible and acceptable according to cardiovascular care nurses. Further research is required to evaluate the e-learning platform in a randomized controlled trial.Trial RegistrationInternational Standard Randomized Controlled Trial Number (ISRCTN): 16510888; http://www.isrctn.com/ISRCTN16510888 (Archived by WebCite at http://www.webcitation.org/6jf7dr7bx)

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Section: Discussionsupporting

confidence: 67%

Section: Discussionmentioning

confidence: 99%

Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study

Fontaine¹,

Cossette²,

Heppell³

et al. 2016

J Med Internet Res

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“…Technology has also facilitated social interaction with peers and faculty through computers or mobile devices, anytime and anywhere [44–46, 48]. One online learning community provided students with an opportunity to practice clinical skills and interact with peers and faculty via student-initiated video recordings of a live patient encounter using readily available devices and individualized feedback from faculty, in spite of widely dispersed student-faculty placements and the heavy schedules of faculty during the clerkship [45]. Mobile devices used to deliver video tutorials and remote online peer-tutoring in clinical skills enabled the students to build a good rapport and enjoy distance learning between two continents at a time convenient to both tutors and learners [46].…”

Section: Resultsmentioning

confidence: 99%

Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review

Han¹,

et al. 2019

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BackgroundMedical education must adapt to different health care contexts, including digitalized health care systems and a digital generation of students in a hyper-connected world. The aims of this study are to identify and synthesize the values that medical educators need to implement in the curricula and to introduce representative educational programs.MethodsAn integrative review was conducted to combine data from various research designs. We searched for articles on PubMed, Scopus, Web of Science, and EBSCO ERIC between 2011 and 2017. Key search terms were “undergraduate medical education,” “future,” “twenty-first century,” “millennium,” “curriculum,” “teaching,” “learning,” and “assessment.” We screened and extracted them according to inclusion and exclusion criteria from titles and abstracts. All authors read the full texts and discussed them to reach a consensus about the themes and subthemes. Data appraisal was performed using a modified Hawker ‘s evaluation form.ResultsAmong the 7616 abstracts initially identified, 28 full-text articles were selected to reflect medical education trends and suggest suitable educational programs. The integrative themes and subthemes of future medical education are as follows: 1) a humanistic approach to patient safety that involves encouraging humanistic doctors and facilitating collaboration; 2) early experience and longitudinal integration by early exposure to patient-oriented integration and longitudinal integrated clerkships; 3) going beyond hospitals toward society by responding to changing community needs and showing respect for diversity; and 4) student-driven learning with advanced technology through active learning with individualization, social interaction, and resource accessibility.ConclusionsThis review integrated the trends in undergraduate medical education in readiness for the anticipated changes in medical environments. The detailed programs introduced in this study could be useful for medical educators in the development of curricula. Further research is required to integrate the educational trends into graduate and continuing medical education, and to investigate the status or effects of innovative educational programs in each medical school or environment.

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“…It is internationally recognised as an effective intervention for supporting people to make positive changes in the management of their chronic conditions and associated lifestyle behaviours, and reducing the risk of further health comorbidity [ 2 – 7 ]. When MI skills are incorporated into training, health students report greater confidence in their ability to support Chronic Condition Self-Management (CCSM) and display improved knowledge and skills required to do so [ 8 – 10 ]. This is important since, in many countries, chronic disease burden is increasing and reducing this burden is a priority [ 11 , 12 ].…”

Section: Introductionmentioning

confidence: 99%

Teaching health science students foundation motivational interviewing skills: use of motivational interviewing treatment integrity and self-reflection to approach transformative learning

et al. 2015

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BackgroundMany undergraduate and graduate-entry health science curricula have incorporated training in motivational interviewing (MI). However, to effectively teach skills that will remain with students after they graduate is challenging. The aims of this study were to find out self-assessed MI skills of health students and whether reflecting on the results can promote transformative learning.MethodsThirty-six Australian occupational therapy and physiotherapy students were taught the principles of MI, asked to conduct a motivational interview, transcribe it, self-rate it using the Motivational Interviewing Treatment Integrity (MITI) tool and reflect on the experience. Student MI skills were measured using the reported MITI subscores. Student assignments and a focus group discussion were analysed to explore the student experience using the MITI tool and self-reflection to improve their understanding of MI principles.ResultsStudents found MI challenging, although identified the MITI tool as useful for promoting self-reflection and to isolate MI skills. Students self-assessed their MI skills as competent and higher than scores expected from beginners.ConclusionsThe results inform educational programs on how MI skills can be developed for health professional students and can result in transformative learning. Students may over-state their MI skills and strategies to reduce this, including peer review, are discussed. Structured self-reflection, using tools such as the MITI can promote awareness of MI skills and compliment didactic teaching methods.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0512-1) contains supplementary material, which is available to authorized users.

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Enhancing Motivational Interviewing Training in a Family Medicine Clerkship

Abstract: The results of this study as well as student feedback suggest that future work should include patient practice sessions and individualized feedback in developing Motivational Interviewing curricula.

Cited by 12 publications

References 25 publications

Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study

Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study

Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review

Teaching health science students foundation motivational interviewing skills: use of motivational interviewing treatment integrity and self-reflection to approach transformative learning

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