N Nicole Jacobs1, Lisa Calvo2, Aaron Dieringer3, Ali Hall4, Reka Danko5. 1. Associate Professor, Department of Psychiatry and Behavioral Sciences, and Associate Dean of Diversity and Inclusion, University of Nevada, Reno School of Medicine. 2. Associate Professor, Department of Internal Medicine, and Associate Dean of Medical Education, University of Nevada, Reno School of Medicine. 3. Assistant Professor, Department of Family and Community Medicine, University of Nevada, Reno School of Medicine. 4. Trainer and Consultant, Motivational Interviewing Network of Trainers (MINT). 5. Clinical Assistant Professor, Department of Internal Medicine, University of Nevada, Reno School of Medicine.
Abstract
Introduction: With the rise of chronic medical problems involving lifestyle behaviors and the benefits of patient involvement in preventative care, medical students need to learn how to help patients change health risk behaviors and improve patient involvement in order to improve health outcomes. Motivational interviewing (MI) is a patient-centered therapeutic approach that is effective in the treatment of lifestyle behaviors and diseases. Methods: This 2-hour didactic training session, along with a 3-hour case-based practice session involving role-plays and a 3-hour evaluated session utilizing standardized patients, was delivered to 68 preclinical medical students. Knowledge, attitudes, and self-efficacy were evaluated via pre- and posttraining surveys, and satisfaction with the training was assessed upon completion. Results: Students who completed both pre- and postsurveys (n = 48) showed a statistically significant improvement in knowledge of MI (t = -29.73, df = 47, p < .001), attitudes regarding implementing MI in health care settings (t = -3.04, df = 47, p < .005), and self-efficacy (t = -10.699, df = 47, p < .001) in talking with patients about behavior change. Students were also highly satisfied with the MI training package (M of 4.4, SD = 0.6, out of 5.0). Discussion: A training package to teach preclinical medical students about MI was effective in helping students learn the knowledge and skills necessary to deliver MI in a broad range of clinical cases.
Introduction: With the rise of chronic medical problems involving lifestyle behaviors and the benefits of patient involvement in preventative care, medical students need to learn how to help patients change health risk behaviors and improve patient involvement in order to improve health outcomes. Motivational interviewing (MI) is a patient-centered therapeutic approach that is effective in the treatment of lifestyle behaviors and diseases. Methods: This 2-hour didactic training session, along with a 3-hour case-based practice session involving role-plays and a 3-hour evaluated session utilizing standardized patients, was delivered to 68 preclinical medical students. Knowledge, attitudes, and self-efficacy were evaluated via pre- and posttraining surveys, and satisfaction with the training was assessed upon completion. Results: Students who completed both pre- and postsurveys (n = 48) showed a statistically significant improvement in knowledge of MI (t = -29.73, df = 47, p < .001), attitudes regarding implementing MI in health care settings (t = -3.04, df = 47, p < .005), and self-efficacy (t = -10.699, df = 47, p < .001) in talking with patients about behavior change. Students were also highly satisfied with the MI training package (M of 4.4, SD = 0.6, out of 5.0). Discussion: A training package to teach preclinical medical students about MI was effective in helping students learn the knowledge and skills necessary to deliver MI in a broad range of clinical cases.
Authors: Kendra Parekh; Margaret Benningfield; Heather Burrows; Amy Fleming; W Christopher Golden; Meg Keeley; Sharon Kileny; Thomas E Klink Journal: MedEdPORTAL Date: 2018-09-18