OBJECTIVE: To compare 3 strategies for pharmacy student learning of motivational interviewing skills, knowledge of motivational interviewing principles, and confidence in and attitudes toward their application. DESIGN: Following a motivational interviewing lecture, first-year students were randomized to perform practice activities (written dialogue, peer role-play, or mock-patient counseling activities). Motivational interviewing skills, knowledge, confidence, and attitudes were measured. ASSESSMENT: All students demonstrated improvement in skills, knowledge, and confidence. Students in the mock-patient counseling group demonstrated significantly better motivational interviewing skills during practice and trended toward higher scores on the summative evaluation. They also demonstrated a significant improvement in knowledge compared with that of the written dialogue group during practice. Feedback at the end was generally positive, with students expressing recognition for the value of motivational interviewing. CONCLUSIONS: Students demonstrated their best performance of motivational interviewing during assessments using interactions with mock or standardized patients.
RCT Entities:
OBJECTIVE: To compare 3 strategies for pharmacy student learning of motivational interviewing skills, knowledge of motivational interviewing principles, and confidence in and attitudes toward their application. DESIGN: Following a motivational interviewing lecture, first-year students were randomized to perform practice activities (written dialogue, peer role-play, or mock-patient counseling activities). Motivational interviewing skills, knowledge, confidence, and attitudes were measured. ASSESSMENT: All students demonstrated improvement in skills, knowledge, and confidence. Students in the mock-patient counseling group demonstrated significantly better motivational interviewing skills during practice and trended toward higher scores on the summative evaluation. They also demonstrated a significant improvement in knowledge compared with that of the written dialogue group during practice. Feedback at the end was generally positive, with students expressing recognition for the value of motivational interviewing. CONCLUSIONS: Students demonstrated their best performance of motivational interviewing during assessments using interactions with mock or standardized patients.
Authors: Maria K Poirier; Matthew M Clark; Jane H Cerhan; Sandhya Pruthi; Yonas E Geda; Lowell C Dale Journal: Mayo Clin Proc Date: 2004-03 Impact factor: 7.616
Authors: Kathy Goggin; Starlyn M Hawes; Elizabeth R Duval; Carrie D Spresser; David A Martínez; Ian Lynam; Amy Barnes; Amber M Hinton-Dampf; Meghan E Murphy; Patricia A Marken; Delwyn Catley Journal: Am J Pharm Educ Date: 2010-05-12 Impact factor: 2.047
Authors: Alessandra R Mesquita; Divaldo P Lyra; Giselle C Brito; Blcie J Balisa-Rocha; Patrcia M Aguiar; Abilio C de Almeida Neto Journal: Patient Educ Couns Date: 2009-08-15
Authors: Emily M Ambizas; Karen M S Bastianelli; Stefanie P Ferreri; Seena L Haines; Katherine Kelly Orr; Misty M Stutz; Jenny A Vanamburgh; Miranda Wilhelm Journal: Am J Pharm Educ Date: 2014-03-12 Impact factor: 2.047
Authors: Chris Gillette; Robert B Stanton; Nicole Rockich-Winston; Michael Rudolph; H Glenn Anderson Journal: Am J Pharm Educ Date: 2017-12 Impact factor: 2.047
Authors: Rebecca Widder-Prewett; Juanita A Draime; Ginger Cameron; Douglas Anderson; Mark Pinkerton; Aleda M H Chen Journal: Am J Pharm Educ Date: 2017-08 Impact factor: 2.047
Authors: Chris Gillette; Michael Rudolph; Nicole Rockich-Winston; Robert Stanton; H Glenn Anderson Journal: Am J Pharm Educ Date: 2017-08 Impact factor: 2.047