2018
DOI: 10.1080/10410236.2018.1557357
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A Glaucoma-Specific Brief Motivational Interviewing Training Program for Ophthalmology Para-professionals: Assessment of Feasibility and Initial Patient Impact

Abstract: Our objective was to test the feasibility of, fidelity to, and initial impact of a brief, glaucomaspecific motivational interviewing (MI) training program for ophthalmic para-professionals. This prospective, mixed-methods study had two components, one for staff and one for patients. Staff fidelity to MI principles was graded though audio-recorded encounters after initial and final training sessions. After training, patients graded staff for adherence to autonomy supportive care. Semi-structured interviews with… Show more

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Cited by 11 publications
(15 citation statements)
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“…Mothers’ outcomes (alcohol/drug use, care engagement, child well-being) exceeded those of standard community care controls Madson et al, ( 2013 ) Evaluate teaching undergraduates MI through formal coursework; controlled setting Eighty-three (83) undergraduates in the southeastern USA (mean age = 23.7); majority female (~ 80%) and white non-Hispanic (~ 60%); 17% had prior counseling theories class; 16% had prior counseling-related job Three tracks: (1) 1-week intensive MI course, 8 h/day; (2) 16-week extended MI course, 2 mtgs for a total of 2.5 h/wk; (3) 1-h MI lecture (overview of major components) embedded into counseling theories course. Courses included opportunities for practice (with feedback), demonstrations, and theory via lectures, readings, videos Pre- and post-measures in order: Motivational Interviewing Knowledge Assessment Test (MIKAT); Motivational Interviewing Self-Skill Assessment (MISSA); Video Assessment of Simulated Encounters- Revised (VASE-R) Undergraduates gained more knowledge and skills through the courses than through the one-hour lecture; undergraduate coursework can be an effective avenue for teaching MI Naar-King et al, ( 2009 ) Compare paraprofessional and masters-level providers in improving primary care engagement/retention among youth with HIV in Detroit Four (4) African-American peer outreach workers (POW) ages 20–25; graduated from high school in local community Both types of interventionists received two full days of MI training (no information regarding content or format) followed by program protocol reviews and role plays for several weeks; skills maintained by weekly MI coaching from trainer; providers could review their session tapes Fidelity determined by reviewing and coding random segments of audiotaped sessions using the MITI POW had equal or higher MI fidelity as clinicians; youth in both groups improved in appointment regularity but higher effect size among youth in POW group Newman-Casey et al, ( 2020 ) Improve medication adherence among patients with glaucoma Eight (8) glaucoma paraprofessional staff (medical assistants and technicians), most had some college education; mean age = 32 years, 88% female Three group MI training sessions (didactic) totaling 16 h, focused on OARS, problem-solving, identifying/reinforcing change-talk, and planning through presentations and role play; two hours of individualized coaching Patient encounters coded on MITI by two MINT trainers; participants completed Knowledge, Attitude, and Behavior (KAB) scale and satisfaction surveys, provided additional feedback via interviews; patient surveys Improvements in global and relational (empathy, partnership) MI scores, reflections; staff-rated program highly (helpful and important); staff fell short of MI proficiency; patients reported higher autonomy in their care Sax...…”
Section: Resultsmentioning
confidence: 99%
“…Mothers’ outcomes (alcohol/drug use, care engagement, child well-being) exceeded those of standard community care controls Madson et al, ( 2013 ) Evaluate teaching undergraduates MI through formal coursework; controlled setting Eighty-three (83) undergraduates in the southeastern USA (mean age = 23.7); majority female (~ 80%) and white non-Hispanic (~ 60%); 17% had prior counseling theories class; 16% had prior counseling-related job Three tracks: (1) 1-week intensive MI course, 8 h/day; (2) 16-week extended MI course, 2 mtgs for a total of 2.5 h/wk; (3) 1-h MI lecture (overview of major components) embedded into counseling theories course. Courses included opportunities for practice (with feedback), demonstrations, and theory via lectures, readings, videos Pre- and post-measures in order: Motivational Interviewing Knowledge Assessment Test (MIKAT); Motivational Interviewing Self-Skill Assessment (MISSA); Video Assessment of Simulated Encounters- Revised (VASE-R) Undergraduates gained more knowledge and skills through the courses than through the one-hour lecture; undergraduate coursework can be an effective avenue for teaching MI Naar-King et al, ( 2009 ) Compare paraprofessional and masters-level providers in improving primary care engagement/retention among youth with HIV in Detroit Four (4) African-American peer outreach workers (POW) ages 20–25; graduated from high school in local community Both types of interventionists received two full days of MI training (no information regarding content or format) followed by program protocol reviews and role plays for several weeks; skills maintained by weekly MI coaching from trainer; providers could review their session tapes Fidelity determined by reviewing and coding random segments of audiotaped sessions using the MITI POW had equal or higher MI fidelity as clinicians; youth in both groups improved in appointment regularity but higher effect size among youth in POW group Newman-Casey et al, ( 2020 ) Improve medication adherence among patients with glaucoma Eight (8) glaucoma paraprofessional staff (medical assistants and technicians), most had some college education; mean age = 32 years, 88% female Three group MI training sessions (didactic) totaling 16 h, focused on OARS, problem-solving, identifying/reinforcing change-talk, and planning through presentations and role play; two hours of individualized coaching Patient encounters coded on MITI by two MINT trainers; participants completed Knowledge, Attitude, and Behavior (KAB) scale and satisfaction surveys, provided additional feedback via interviews; patient surveys Improvements in global and relational (empathy, partnership) MI scores, reflections; staff-rated program highly (helpful and important); staff fell short of MI proficiency; patients reported higher autonomy in their care Sax...…”
Section: Resultsmentioning
confidence: 99%
“…There is some positive news about the e cacy of such glaucoma training programs for health care providers. These include improved patients satisfaction in staffs' communication 23 , improvement in medication adherence 24 and better communication among doctors-and-patients 25 .…”
Section: Resultsmentioning
confidence: 99%
“…[ 22 ] There is some positive news about the efficacy of such glaucoma training programs for health care providers. These include improved patient satisfaction in staff communication,[ 23 ] improvements in medication adherence,[ 24 ] and better communication among doctors and patients. [ 25 ]…”
Section: Discussionmentioning
confidence: 99%