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

Abstract

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.

Effectiveness of asynchronous feedback in teaching motivational interviewing skills

“…Multiple studies demonstrated improved pharmacy student communication skills in terms of confidence, satisfaction, and skill development when using SPs 5–9 . There is some literature demonstrating SPs have been utilized in teaching MI to pharmacy students 10–12 . Stafford et al report utilizing SPs to evaluate student case scores which improved from 81.9% to 86.9% in a second professional year reinforcement course after an introductory MI module was added to the first professional year 10 .…”

“…A team‐based approach utilizing video simulation with a lecture in which groups interviewed SPs was evaluated by Malewski et al Instruction involved lectures, case simulations, provided by the National Healthcareer Association in which students working with set patient case video scenarios were asked questions that could be selected from several different potential responses, and group interviews of SPs. While students gained foundational skills in MI competency, work with SPs demonstrated they fell short on ability to implement them 11 . Galal et al looked at the impact of MI training on students' social/emotional development.…”

“…[5][6][7][8][9] There is some literature demonstrating SPs have been utilized in teaching MI to pharmacy students. [10][11][12] Stafford et al report utilizing SPs to evaluate student case scores which improved from 81.9% to 86.9% in a second professional year reinforcement course after an introductory MI module was added to the first professional year. 10 A team-based approach utilizing video simulation with a lecture in which groups interviewed SPs was evaluated by Malewski et al Instruction involved lectures, case simulations, provided by the National Healthcareer Association in which students working with set patient case video scenarios were asked questions that could be selected from several different potential responses, and group interviews of SPs.…”

“…While students gained foundational skills in MI competency, work with SPs demonstrated they fell short on ability to implement them. 11 Galal et al looked at the impact of MI training on students' social/emotional development. After two SP simulations, one following MI training, they found an 8% improvement in score.…”