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

Schoo, Adrian; Lawn, Sharon; Rudnik, Elena; Litt, John

doi:10.1186/s12909-015-0512-1

Cited by 27 publications

(16 citation statements)

References 57 publications

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“…In contrast, in non-research settings such as supervision or coaching, the MITI 4 may be a useful tool for feedback even when the rating is biased by a consulting relationship (Schoo, Lawn, Rudnik & Litt, 2015). Using the MITI 4 to evaluate practice provides a degree of structure that is likely to be helpful in shaping clinician skill even when the results are presented in a manner that is not strictly objective.…”

Section: Discussionmentioning

confidence: 99%

The Motivational Interviewing Treatment Integrity Code (MITI 4): Rationale, Preliminary Reliability and Validity

Moyers

Rowell

Manuel

et al. 2016

Journal of Substance Abuse Treatment

558

631

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The Motivational Interviewing Treatment Integrity Code has been revised to address new evidence-based elements of motivational interviewing (MI). This new version (MITI 4) includes new global ratings to assess clinician’s attention to client language, increased rigor in assessing autonomy support and client choice, and items to evaluate the use of persuasion when giving information and advice. Method: Four undergraduate, non-professional raters were trained in the MITI and used it to review 50 audiotapes of clinicians conducting MI in actual treatments sessions. Both kappa and intraclass correlation indices were calculated for all coders, for the best rater pair and for a 20% randomly selected sample from the best rater pair. Results: Reliability across raters, with the exception of Emphasize Autonomy and % Complex Reflections, were in the good to excellent range. Reliability estimates decrease when smaller samples are used and when fewer raters contribute. Conclusion: The advantages and drawbacks of this revision are discussed including implications for research and clinical applications. The MITI 4.0 represents a reliable method for assessing the integrity of MI including both the technical and relational components of the method.

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Section: Discussionmentioning

confidence: 99%

The Motivational Interviewing Treatment Integrity Code (MITI 4): Rationale, Preliminary Reliability and Validity

Moyers

Rowell

Manuel

et al. 2016

Journal of Substance Abuse Treatment

558

631

View full text Add to dashboard Cite

show abstract

“…Specifically, students employed family members and friends to act as clients as compared to the healthcare professionals who would have engaged with actual clients in these other studies. As noted in previous research [ 30 ], it is possible that family members and friends provided an “easier” simulated session, and that their stories may have been quite artificial. Nonetheless, this simulated session has initiated students’ development of SDT-based strategies in a safe environment and enabled them to demonstrate their relative competence.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, students were asked to apply their learning in a simulated session post-training with a family member or friend acting as a hypothetical client. The use of a family member or friend in simulated sessions has occurred in similar programmes [ 30 ]. Students audio recorded their interaction with the hypothetical client who was not currently physically active but who was considering changing their behavior.…”

Section: Methodsmentioning

confidence: 99%

Evaluating the effects of behavior change training on the knowledge, confidence and skills of sport and exercise science students

Matthews

Hall

Keogh

2020

BMC Sports Sci Med Rehabil

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Background Behavior change interventions have the potential to have a transformative effect on the health of populations. Allied health professionals have a key role to play in delivering these interventions. However, traditionally undergraduate allied health professional programs have not had a behavior change focus. The aim of this study was to assess the effectiveness of a training program on sport and exercise science students’ knowledge, confidence and skills in the provision of behavior change support. Method A mixed method convergent design was used to address the research question. Fifteen sport and exercise science students took part in a training program consisting of seven 90-min weekly face to face group sessions. Student satisfaction with training methods was assessed. Pre-to-post training changes in students’ confidence and knowledge in the provision of behavior change support was evaluated. Delivery of behavior change support was assessed by an audio recorded role-play rated by an expert using the Health Care Climate Questionnaire, and an adapted version of the Communication Evaluation in Rehabilitation Tool. Students also completed a reflective assignment. Results Students were satisfied with the training. There were increases in students’ confidence and knowledge of certain behavior change components post-training but not behavior change techniques. Students delivered behavior change support in a broadly needs supportive manner. The reflective assignment showed that students found particular behavior change strategies difficult to implement. Conclusion It is feasible to train undergraduate students in particular components of behavior change support. Academic institutions should embed behavior change training into the allied health professional curriculum to ensure graduates are job ready with the knowledge, confidence and skills to support health related behavior change within the wider health system.

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“…One of these methods is motivational interviewing (MI) (25), through which healthcare providers make patients express their tendency to change their behavior and promote their health status. The motivational interviewing uses a communication style, rather than a direct recommendation that triggers patient resistance, and emphasizes the deep commitment and involvement of the patient in the process of behavior change and creates a positive emotional atmosphere resulting from unconditional positive empathy and respect (26)(27)(28). Considering the high prevalence and mortality of breast cancer among women in developing countries, on the one hand, and the low adherence to screening tests, including mammography, breast self-examination, and breast clinical examination, among Iranian women as compared to those living in developed countries, on the other hand, there is a need for designing and implementing interventions based on new models of behavior change so as to increase the cancer screening behavior in women.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Motivational Interviewing-Based Training Compared with Conventional Training on the Frequency of Breast Cancer Screening Tests in Female Teachers: A Quasi-Experimental Study

et al. 2018

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Background: Breast cancer is one of the most common health problems and the most important cause to threaten women's lives; however, its complications can be prevented by a timely diagnosis and effective therapeutic measures. Objectives: The aim of the present study was to determine the effect of motivational interviewing (MI)-based training, as compared with conventional training, on the frequency of breast cancer screening tests in female teachers in Zahedan during the year 2017. Methods: This is a quasi-experimental study with a pretest-posttest design, which was carried out on 140 female teachers teaching in different levels of study in Zahedan, Iran, during the year 2017. Schools were selected randomly from two education districts using a multistage sampling method. The participants were divided into an intervention group receiving MI-based training (N = 70) and a conventional training group (N = 70). Training was provided to the MI-based training and conventional training groups based on the specified content during three sessions. Data collection was carried out using a demographic questionnaire and a screening test record form 20 weeks after the training. The frequency of breast self-examination, breast clinical examination, and mammography was evaluated. Data analysis was then conducted using the chi-square test, independent t-test, and paired t-test in SPSS version 21. Results: After 20 weeks of training, breast self-examination was regularly practiced by 58.2% and 40.3% of women in the MI-based and conventional training groups, respectively (P = 0.02). The clinical breast exam (CBE) was carried out by 25.4% and 14.9% of women in the MI-based and conventional training groups, respectively (P = 0.09). Mammography was also done only by 10.4% and 4.5% of women in the MI-based and conventional training groups (P = 0.16). Conclusions: MI-based training increased women's adherence to breast self-examination. Considering the positive effect of this approach on increasing the adherence to some breast cancer-screening behaviors, it is recommended to determine the effectiveness of this training method in other groups of women to increase the generalizability of the results.

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

Cited by 27 publications

References 57 publications

The Motivational Interviewing Treatment Integrity Code (MITI 4): Rationale, Preliminary Reliability and Validity

The Motivational Interviewing Treatment Integrity Code (MITI 4): Rationale, Preliminary Reliability and Validity

Evaluating the effects of behavior change training on the knowledge, confidence and skills of sport and exercise science students

The Effect of Motivational Interviewing-Based Training Compared with Conventional Training on the Frequency of Breast Cancer Screening Tests in Female Teachers: A Quasi-Experimental Study

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