Teaching motivational interviewing in a blended learning environment

Biddle, Michael A.; Hoover, Rebecca

doi:10.1016/j.cptl.2020.01.027

Cited by 14 publications

(10 citation statements)

References 22 publications

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“…29 The current study corroborates the effectiveness of these approaches: didactic lecture, video demonstration, and peer role play. Additionally, this study also supports the effectiveness of blended learning approaches, with online content, quizzes, role play, and live sessions, as found by Biddle et al 30 This study evaluated the effectiveness of simulation using SPs as a teaching strategy in the telepharmacy setting. In this regard, the study is to this institution.…”

Section: Discussionsupporting

confidence: 80%

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: Discussionsupporting

confidence: 80%

Effectiveness of asynchronous feedback in teaching motivational interviewing skills

Dugan

Beall

Thomas

2023

J Am Coll Clin Pharm

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“…Due to the flexibility, blended learning has been integrated into several types of training and for different specialties. For example, the study of Biddle and Hoover [25] used blended learning to teach motivational interviewing (MI) to 3rd year pharmacy students. This study aimed to demonstrate the effectiveness of blended learning in the acquisition of motivational interviewing skills through the combination of communication and information technology (CommIT) elearning systems and face-to-face classroom activities.…”

Section: A Hybrid Learningmentioning

confidence: 99%

Integration of Adaptive Collaborative Learning Process in a Hybrid Learning Environment

Lhafra¹,

Abdoun²

2023

Int. J. Adv. Sci. Eng. Inf. Technol.

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Technology integration has been crucial in the practice of the learning process. The use of technology aims to find effective solutions to traditional learning problems. Despite the enormous efforts adopted, using e-learning systems was optional in many education systems. However, the COVID-19 health crisis has shown the importance of the transition to e-learning to ensure pedagogical continuity. According to several studies that have measured the impact of COVID-19 on education systems and the adopted solutions, blended learning represents an effective solution for combining the advantages of face-to-face and distance learning. But the implementation strategies regarding this mode of learning are still limited. For this purpose, we propose a hybrid learning model based on collaborative work through an intelligent assignment of learner roles. This approach aims to support adaptive learning via a hybrid learning environment. The proposed solution is based mainly on collaborative work as an active learning method, using the Naïve Bayes algorithm and Belbin theory. The usefulness of collaborative work is to keep the learning rhythm between face-to-face and distance learning and to encourage learners' engagement and motivation through this mode of learning. According to Belbin's theory, the results of this work propose an adequate role for each learner. This intelligent assignment leads the learner to live the learning situation and not undergo it.

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“…The blended learning implementations for medical related education have been done in [10][11][12][13][14][15]. The blended learning technique for medical student in Motivational Interviewing (MI) is developed for Universities in Germany in [10] where the successful learning of students was measured with administered multiple-choice tests before and after the courses to evaluate subjective essential knowledge and skills.…”

Section: Literature Reviewsmentioning

confidence: 99%

“…The blended learning technique for medical student in Motivational Interviewing (MI) is developed for Universities in Germany in [10] where the successful learning of students was measured with administered multiple-choice tests before and after the courses to evaluate subjective essential knowledge and skills. The execution of blended learning methodology for third-year pharmacy students' MI can be discovered in [11] where the ability of students' recognizing and formulation of responses after the training has been assessed by using e-learning quizzes, in-class practice sessions and final assessment videos. The improvement of blended learning framework for medical physicists of the Australian University can be observed in [12] where the design is to growth active learning by scaffolding the in-class activities with online tasks and reinforced by virtual actuality simulations.…”

Section: Literature Reviewsmentioning

confidence: 99%

Towards Implementation of Blended Teaching Approaches for Higher Education in Myanmar

Khine¹,

Win²,

Naing³

2021

IJEME

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Blended teaching strategy becomes an integral part of the 21st-century education system to meet the industry 4.0 needs. As not only the online system can create the best system from the points of view of effectiveness and expending cost, but also the traditional teaching style cannot meet the higher level of industry needs. Therefore, the combination of the advancement of technology and the effective design of teaching theory appears in different blended systems to promote education level. This system also proposes a new model to initiate the teaching style that can supplement the requirements of this education era based on FLIP learning terms. The system is built by blending the online and face-to-face strategies using communication technology and multimedia components at pre-class, online test, and in-class times based on stakeholders' satisfaction with the system. The outcome intends to build an effective education system that facilitates the developing country, the Myanmar situation. Moreover, the research methodology goal includes improving the problem-solving ability and performance results of the university students and to increase the self-reflection of all participants.

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Teaching motivational interviewing in a blended learning environment

Cited by 14 publications

References 22 publications

Effectiveness of asynchronous feedback in teaching motivational interviewing skills

Effectiveness of asynchronous feedback in teaching motivational interviewing skills

Integration of Adaptive Collaborative Learning Process in a Hybrid Learning Environment

Towards Implementation of Blended Teaching Approaches for Higher Education in Myanmar

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