Teaching motivational interviewing: using role play is as effective as using simulated patients

Abstract

Context Although several studies of motivational interviewing (MI) as an intervention have been conducted, there has been little research into how best to teach MI. Practice and rehearsal is often beneficial in helping practitioners to acquire communication skills, but there have been few studies into what types of practice and rehearsal are most effective. Methods Health care professionals (who attended a 2‐day workshop in MI) were randomly assigned to conduct skills practice sessions with either a simulated patient (SP) or a fellow trainee. Their competence was assessed before and after training using the Behaviour Change Counselling Index, a validated rating scale. Participants also scored each practice session in terms of their affect and its perceived applicability to everyday clinical work. Results There was no significant difference in skill levels between groups following training and no significant difference between groups in their scoring of the affect and applicability of each practice session. There was little indication of an association between how participants felt about their practice sessions and their skill levels. Conclusions Trainees reached the same level of competence in MI following a 2‐day workshop, regardless of whether they practised with an SP or a fellow trainee during training.

Delivering Quality Motivational Interviewing Training: A Survey of MI Trainers

“…Furthermore, it appears as though integrating experiential exercises is a highly valued component of MI training even though training goals and constraints may not allow for inclusion of this activity. There is some evidence to suggest that experiential activities are more efficacious in achieving learning outcomes in clinical practice (Thompson O'Brien et al, 2001), though there is currently less evidence as to which kinds of experiential activities specifically are most beneficial (Lane, Hood, & Rollnick, 2008).…”

Application of Scenario Simulation Method in Teaching of Pharmaceutical Marketing

“…So in the module of "drugstore retail", we have designed a typical scenario that the different consumer groups buy medicine in the drugstore, which is implemented in the simulation drugstore. Role play: the preparatory work prior to the role play is more sufficient, the implementation of role play, more successful and the teaching effect more obvious [7][8][9]. The preparatory work mainly includes the following three parts: (1) Teachers and students analyze the scenario together.…”

Changing dietary behaviour: the role and development of practitioner communication

“…Evidence across a variety of healthcare professions emphasises the importance of experiential learning, formative feedback and observational assessment (45) . Outcomes appear to be better where skills practice has taken place and simulated patients and/or role play have been used (48) . There are however constraints to the implementation of communication skills training which include the expertise of the teaching staff, considerable teaching time and related cost (45,49) .…”

“…There are however constraints to the implementation of communication skills training which include the expertise of the teaching staff, considerable teaching time and related cost (45,49) . Role play with students playing the patient for their peers is thought to be as positive a learning experience as the use of simulated patients and is more costeffective (48) . Teaching communication skills as part of an inter-professional workshop has been well received by students (50) .…”