Engaging Empathically: Effects of a Motivational Interviewing Learning Session and Standardized Patient Encounter on Medical Student Confidence in Counseling COVID-19 Vaccine-Hesitant Patients

Nihalani, Shrey; Gerlach, Gabriella; Fothergill, Laura; Uchiyama, Emiri; Saunders, John Mark; Athauda, Gagani; Toonkel, Rebecca L.

doi:10.1097/acm.0000000000004890

Academic Medicine

2022

DOI: 10.1097/acm.0000000000004890

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Engaging Empathically: Effects of a Motivational Interviewing Learning Session and Standardized Patient Encounter on Medical Student Confidence in Counseling COVID-19 Vaccine-Hesitant Patients

Shrey Nihalani

Gabriella Gerlach²,

Laura Fothergill³

et al.

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2024

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“…We would like to discuss Nihalani and colleagues’ study 1 on how a motivational interviewing learning session and a standardized patient encounter affected medical students’ confidence in counseling COVID-19 vaccine-hesitant patients. To quantify changes in confidence levels, the authors utilized a pre- and post-intervention approach.…”

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confidence: 99%

Addressing Study Limitations: Building Medical Students’ Confidence in Counseling COVID-19 Vaccine-Hesitant Patients

Kleebayoon,

Wiwanitkit

2024

Acad Med

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confidence: 99%

Addressing Study Limitations: Building Medical Students’ Confidence in Counseling COVID-19 Vaccine-Hesitant Patients

Kleebayoon,

Wiwanitkit

2024

Acad Med

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Preclinical obesity curriculum: audit, implementation, and evaluation

Olson,

Watowicz,

Seeholzer

et al. 2024

BMC Med Educ

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Background This study aimed to (1) evaluate the current status of obesity education at Case Western Reserve University School of Medicine (CWRU) (2), introduce a comprehensive first-year curriculum on obesity, and (3) assess the impact of the curriculum on self-reported attitudes and knowledge regarding obesity among first-year medical students. Methods The preclinical curriculum at CWRU was reviewed to determine the degree of coverage of Obesity Medicine Education Collaborative (OMEC) competencies for healthcare professionals, and recommendations were provided for revising the curriculum to better adhere to these evidence-based competencies. A survey on obesity attitudes and knowledge was given before and after the implementation of the new curriculum to measure intervention-related changes. Changes in obesity attitudes and knowledge were compared (1) before and after the intervention for the class of 2025 and (2) after the intervention for the class of 2025 to a historical cohort that did not receive the intervention. Results Among the 27 competencies examined in the audit, 55% were unmet and 41% were partially met. Of 186 first-year medical students (M1s), 29 (16%) completed the baseline survey and 26 (14%) completed the post-intervention survey. Following the intervention, there was a notable improvement in attitudes and knowledge regarding obesity. Specifically, there was a significant decrease in the belief that obesity is caused by poor personal choices, and knowledge of obesity in fourteen out of fifteen areas showed significant improvement from pre- to post-intervention. Additionally, obesity attitudes and knowledge were significantly better post-intervention when compared to the historical cohort. Conclusions The improvements made to the preclinical curriculum through this project improved obesity attitudes and knowledge among first-year medical students. This method provides a practical approach for evaluating and enhancing obesity education in medical school curricula.

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Engaging Empathically: Effects of a Motivational Interviewing Learning Session and Standardized Patient Encounter on Medical Student Confidence in Counseling COVID-19 Vaccine-Hesitant Patients

Cited by 2 publications

References 1 publication

Addressing Study Limitations: Building Medical Students’ Confidence in Counseling COVID-19 Vaccine-Hesitant Patients

Addressing Study Limitations: Building Medical Students’ Confidence in Counseling COVID-19 Vaccine-Hesitant Patients

Preclinical obesity curriculum: audit, implementation, and evaluation

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