Enhancing Motivational Interviewing Training in a Family Medicine Clerkship

• Published in: Teaching and learning in medicine 2015-01, Vol.27 (1), p.80-84
• Main Authors: Kaltman, Stacey, WinklerPrins, Vincent, Serrano, Adriana, Talisman, Nicholas
• Format: Article
• Language: English
• Subjects: Adult; Clinical Clerkship; communication; Curriculum; Education, Medical, Undergraduate - methods; Educational Measurement; family medicine; Family Practice - education; Female; Humans; Male; Motivational Interviewing
• ISSN: 1040-1334; 1532-8015
• DOI: 10.1080/10401334.2014.979179

Problem: Despite the prevalence of unhealthy behaviors among patients in the healthcare system, traditional medical training involves little or no exposure to effective behavior change techniques such as Motivational Interviewing. Intervention: An online learning community for enhanced training in Motivational Interviewing was developed for 3rd-year medical students. The website included educational materials about Motivational Interviewing as well as problematic health behaviors, a repository of exemplar videos and student videos with feedback, and a discussion board. Student participants were given the opportunity to record an encounter with a patient and to receive feedback on their use of Motivational Interviewing from a faculty member. Context: Student volunteers in the Family Medicine Clerkship at Georgetown University School of Medicine were randomized to enhanced training, which included the online learning community, or training as usual. All student volunteers completed a questionnaire assessing self-efficacy initially and at the end of the clerkship. Students also participated in an Observed Structured Clinical Exam, which was subsequently coded by a blinded rater for behavioral counts of Motivational Interviewing techniques, key steps in Motivational Interviewing, and overall Motivational Interviewing style. Outcome: Students in the enhanced training arm were rated as having significantly higher scores in Motivational Interviewing style in the Observed Structured Clinical Exam than training as usual students. A significant increase in self-efficacy from pre- to posttest in the overall sample was observed but between-group differences were not significant. Student feedback was particularly positive regarding video recorded practice sessions with patients and individualized feedback. Lessons Learned: The results of this study as well as student feedback suggest that future work should include patient practice sessions and individualized feedback in developing Motivational Interviewing curricula.