Need and desire among pharmacy practitioners for motivational interviewing to be incorporated into pharmacy curricula

Battise, Dawn; DeValve, Michael J.; Marlowe, D.; Beasley, Beth; Miller, Susan M.

doi:10.1016/j.cptl.2014.02.019

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…13 Their study found 94% of participants supported the incorporation of MI into pharmacy curricula and that 85% thought the skill was applicable to current practice. 13 To meet best practices in simulation standards, simulations should include debriefing. 14 According to the International Nursing Association for Clinical Simulation and Learning Standards Committee, debriefing should be individualized, specific, based on observable behavior, and timely.…”

Section: Introductionmentioning

confidence: 97%

“…So, while there is evidence of effectiveness, information remains limited. Batisse et al found MI is a useful skill when working with patients to help them improve their self‐care behaviors such as stopping smoking, alcohol or substance abuse, lifestyle changes, or medication adherence 13 . Their study found 94% of participants supported the incorporation of MI into pharmacy curricula and that 85% thought the skill was applicable to current practice 13 …”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of asynchronous feedback in teaching motivational interviewing skills

Dugan

Beall

Thomas

2023

J Am Coll Clin Pharm

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Introduction: Communication is an essential skill for pharmacists. Motivational interviewing is an advanced communication technique used for health behavior change.Studies have evaluated standardized patient (SP) simulation to develop communication skills; however, little is known about the use of SP simulations with asynchronous feedback in a telepharmacy scenario.Objective: The objective of this study was to determine if the use of asynchronous embedded faculty feedback will improve students' motivational interviewing skills.Methods: During didactic training, students were introduced to motivational interviewing, practiced evaluation using a standardized rubric (max score 25), and participated in role-play. Following training, students completed 2 weeks of lab simulation, one formative and one summative, in which students completed a 5-min motivational interview with a SP via Zoom© which was recorded to allow for student self-evaluation and asynchronous faculty video-embedded feedback. Each encounter was assessed by faculty using the standardized rubric. The primary outcome measure was the difference in faculty evaluation scores of student interviews between the formative and summative labs. Secondary outcome measures included the difference in student self-evaluation scores between the formative to summative labs and a number of students achieving competency (≥ 80%) or mastery (≥ 90%). Statistical analysis was completed using Wilcoxon signed rank tests (SAS ® version 9.4).Results: One hundred fourteen students completed the study. Scores improved by a mean of 3.8 points between the formative and summative labs. Student selfevaluation improved an average of 1.5 points between the labs. Competency and mastery were achieved by 89.5% and 52.6% of students, respectively. Score differences were not influenced by SP assigned. Use of SP and embedded asynchronous feedback in a motivational interviewing telepharmacy simulation resulted in improved student performance.

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Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Effectiveness of asynchronous feedback in teaching motivational interviewing skills

Dugan

Beall

Thomas

2023

J Am Coll Clin Pharm

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“…6 An overwhelming majority (94%) of recent graduates of Doctor of Pharmacy (PharmD) programs in North Carolina supported the incorporation of MI training in curricula; many of them also stating that it was applicable to current practice, with fewer indicating that they were actually prepared to engage patients with MI. 7 Another study showed PharmD students integrating MI as an integral part of conducting patient counseling and education. 8 Students positively appraised their experience and especially noted the importance of supporting patient selfefficacy as a useful MI principle.…”

Section: Introductionmentioning

confidence: 99%

Use of a Team-Based Video Simulation to Complement a Lecture in Motivational Interviewing to Develop Students’ Initial Attitudes and Skills

2021

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Background: Motivational interviewing (MI) is increasingly recognized for its patient-centered approach to clinician-patient communication and often effective in evoking appropriate changes in patient behavior. Doctor of Pharmacy (PharmD) programs are increasingly incorporating MI education; however, doing so represents a challenge regarding availability of both time and labor capital. Case Description: This study reports on the use of a 90-minute software-based simulation and tutorial coupled with a 90-minute lecture in a 3-hour course session. In a subsequent session consisting of several brief interactions with standardized patients (SPs), students reflected upon their strengths and challenges as a result of attempting to apply the MI principles they learned during the educational intervention. Case Themes: Students’ responses to a questionnaire delivered both before and after the simulation and lecture, showed improvements in several attitudinal components related to use of MI, as well as developing self-efficacies in deploying patient-centered communication strategies. A post-intervention survey without students’ opportunity to study/prepare saw gains in student knowledge about MI. Case Impact: The measurements employed to determine student’s attitude and knowledge showed good to very good internal consistency reliably based on calculated Cronbach’s alpha and KR-20. Student reflections indicated their understanding of MI principles, even though they fell short of implementing them in large part during their encounters with SPs. Conclusion: Use of a video simulation undergone by teams of PharmD students coupled with a brief lecture might be an effective and efficient way of building a foundation for MI competency among PharmD students where instructors might lack labor capital and significant space in the curriculum.

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Curricular Assessment Blueprint and Needs Analysis for the Social, Administrative, and Behavioral Foundational Sciences

Chen,

Thornby,

Law

2024

American Journal of Pharmaceutical Education

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Need and desire among pharmacy practitioners for motivational interviewing to be incorporated into pharmacy curricula

Cited by 5 publications

References 7 publications

Effectiveness of asynchronous feedback in teaching motivational interviewing skills

Effectiveness of asynchronous feedback in teaching motivational interviewing skills

Use of a Team-Based Video Simulation to Complement a Lecture in Motivational Interviewing to Develop Students’ Initial Attitudes and Skills

Curricular Assessment Blueprint and Needs Analysis for the Social, Administrative, and Behavioral Foundational Sciences

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