Introduction
Motivational Interviewing (MI) is an evidence-based, patient-centered approach to behavior change counseling that is utilized in the clinical space to improve numerous health outcomes.1-3 MI training is increasingly promoted among health professionals and learners,4-8 however, has yet to be broadly incorporated into required curricula.
Methods
Medical students conducted a needs assessment to evaluate graduate health professional student experience with and interest in learning MI. A 6.5h inter-professional MI workshop was subsequently held, incorporating lectures, demonstrations, and peer-to-peer practice. Pre-and post-workshop surveys assessed workshop effectiveness and student satisfaction. Optional Standardized Patient Encounters (SPEs) were offered to workshop attendees to practice MI in a simulated clinical encounter with a trained MI professional. SPE performance was evaluated with the OnePass measure.9 Needs assessments results were analyzed in Stata using descriptive statistics and bivariate analysis; paired t-test analysis was used for pre- and post-workshop survey results in Stata with statistical significance set to p<0.05 (Fisher’s exact).
Results
Needs assessment respondents (N=94) were predominantly medical students (52%). Most believed MI is useful for counseling patients on behavior change (91%) and intended to utilize MI in future practice (82%), yet had only received 0-2 hours of prior MI training in their required curricula (57%) and were interested in receiving training (84%). 19 students attended the MI workshop. Pre- vs post-workshop knowledge assessment (N=11) significantly improved by an average of 34% (pre-mean ± SD, 41% +/- 12; post-mean ± SD, 75% +/- 10, p<0.001) (Figure 1). All attendees (100%) felt that the workshop was valuable to their learning and desired additional training. 10 students completed SPEs. The overall mean OnePass score (5.09 out of 7) surpassed the passing score of 5 for minimal competence. All participants (100%) felt more competent engaging in MI after the SPE.
Conclusions
Despite the benefits of MI, health professional students receive minimal training in their core curricula, representing a missed opportunity for skill acquisition. This training responded to student interest in MI through a workshop and SPEs with overwhelmingly positive feedback. Future directions include annual MI workshops and the development of an online course.
References
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Figure 1. Mean values (%) and standard error bars for quiz scores (n = 11) before (pre-workshop) and after (post-workshop) the motivational interview training.