The effects of training medical students in motivational interviewing

Abstract

Objective To explore the effects of brief training in Motivational interviewing (MI) for medical students. Design Video recordings of consultations between 113 final-year medical students and simulated patients were scored blind by two independent raters with the Motivational Interviewing Skill Code (MISC). Half of the students participated in a four-hour motivational interviewing workshop while the other half did not. Results Differences between the two groups were statistically significant for five of six global MISC variables. All differences were in the expected direction, with higher scores in the group that had received MI training. There were also statistically significant group differences in the expected direction on several behavioural measures. The group that received MI training asked fewer closed questions and more open questions; they summarized, affirmed and emphasized patient control more often, and directed and confronted less often. Conclusion Four hours of training has a measurable effect on medical students' style and verbal behaviour in simulated patient consultations, but is not sufficient to become proficient in motivational interviewing.

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“…Thus, in the case of full therapeutic approaches, which involve multiple, highly complex behaviors, educational sessions are unlikely to change therapists' subsequent behavior in a significant way. Opheim et al (2009), for example, concluded that a workshop in motivational interviewing was sufficient to produce some immediate changes in medical student behaviors, but insufficient to produce proficiency in the full model. Therefore, additional interventions are required to facilitate treatment adoption following an educational session, including monitoring and feedback (Durlak and DuPre 2008;Edwards et al 2001).…”