Virtual Standardized Patients vs Academic Training for Learning Motivational Interviewing Skills in the US Department of Veterans Affairs and the US Military

Reger, Greg M.; Norr, Aaron M.; Rizzo, Albert; Sylvers, Patrick; Peltan, Jessica R.; Fischer, Daniel J.; Trimmer, Matthew; Porter, Shelan; Gant, Pamela; Baer, John

doi:10.1001/jamanetworkopen.2020.17348

Cited by 22 publications

(22 citation statements)

References 35 publications

(56 reference statements)

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“…A 2020 study of 122 practicing Veteran’s Administration providers examined the effect of a computer simulation to train motivational interviewing skills (i.e., Motivational Interviewing Novice Demonstration ) in comparison to a self-study control. The study found effects on three Motivational Interviewing Treatment Integrity indicators (i.e., technical and relational scores, question to reflection ratio) that were maintained up to a 3-month follow-up (Reger et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

Technology-Based Methods for Training Counseling Skills in Behavioral Health: a Scoping Review

Magill

Mastroleo

Martino

2022

J. technol. behav. sci.

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In the present review, we consider technology-based methods for training and monitoring counseling skills in behavioral health (i.e., addictions, mental health, and behavioral medicine). We provide an overview of topical foci and design features, as well as review the available research. The Arksey and O’Malley framework for scoping review was used and there were two project phases. First, we reviewed and charted design features and training topics. Second, we reviewed and charted published research evaluating training outcomes. The search process yielded six commercial companies or academic research centers targeting online training of behavioral health counseling skills. These programs could be categorized by an avatar (i.e., computer-generated) or video (i.e., human actor) client interface, as well as by a completely interactive experience (i.e., virtual reality) or an experience with a pre-programmed, branch-logic interaction (i.e., computer simulation). One final company provided monitoring services only, without an explicit training component. The literature in this area is in its nascent stages, with primarily pilot scope and comparatively less progress if contrasted with fields such as general medicine. Online training and monitoring of behavioral health counseling skills is a promising emerging field with positive qualities such as scalability, resource efficiency, and standardization. Future research should emphasize (1) between-group randomized clinical trials, (2) comparisons to standard training practices, and (3) alignment with professional competency standards.

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Section: Resultsmentioning

confidence: 99%

Technology-Based Methods for Training Counseling Skills in Behavioral Health: a Scoping Review

Magill

Mastroleo

Martino

2022

J. technol. behav. sci.

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“…Although the studies above made motivations the focus of their research, an additional 31 studies 41–72 indirectly addressed physicians' motivations to engage or not in simulation-based CPD. Findings were limited mainly to descriptions of the nature of incentives used by study authors to recruit physicians in studies involving simulation-based CPD, such as insurance premium discounts, 44 CME credits, 45 institutional or departmental requirements, 39 financial incentives, 62 financial compensation for missed paid work, 71 work scheduling accommodations, 58 or a combination of incentives 59 were reported.…”

Section: Resultsmentioning

confidence: 99%

Exploring the Study of Simulation as a Continuing Professional Development Strategy for Physicians

Tavares

Piquette²,

Luong³

et al. 2022

J Contin Educ Health Prof

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Introduction: Practicing physicians have the responsibility to engage in lifelong learning. Although simulation is an effective experiential educational strategy, physicians seldom select it for continuing professional development (CPD) for reasons that are poorly understood. The objective of this study was to explore existing evidence on simulation-based CPD and the factors influencing physicians' engagement in simulation-based CPD. Methods: A scoping review of the literature on simulation-based CPD included MEDLINE, Embase, and CINAHL databases. Studies involving the use of simulation for practicing physicians' CPD were included. Information related to motivations for participating in simulation-based CPD, study objectives, research question(s), rationale(s), reasons for using simulation, and simulation features was abstracted.Results: The search yielded 8609 articles, with 6906 articles undergoing title and abstract screening after duplicate removal. Six hundred sixty-one articles underwent full-text screening. Two hundred twenty-five studies were reviewed for data abstraction. Only four studies explored physicians' motivations directly, while 31 studies described incentives or strategies used to enroll physicians in studies on simulation-based CPD. Most studies focused on leveraging or demonstrating the utility of simulation for CPD. Limited evidence suggests that psychological safety, direct relevance to clinical practice, and familiarity with simulation may promote future engagement. Discussion: Although simulation is an effective experiential educational method, factors explaining its uptake by physicians as a CPD strategy are unclear. Additional evidence of simulation effectiveness may fail to convince physicians to participate in simulation-based CPD unless personal, social, educational, or contextual factors that shape physicians' motivations and choices to engage in simulation-based CPD are explored.

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“…The novel virtual clinical experiences involved synchronous interactions with standardized clients without formal assessment, providing students with low stakes, hands on clinical experience in a safe environment. While randomized controlled trials have been conducted comparing traditional learning with virtual patients (Reger et al., 2020; Stevens et al., 2006), these virtual experiences have tended to focus on asynchronous, computerized simulation (Kleinheksel, 2017). The use of virtual clinical placement experience appears to be a novel concept in the education of health professional students.…”

Section: Discussionmentioning

confidence: 99%

Adapting to the challenges of the global pandemic on genetic counselor education: Evaluating students’ satisfaction with virtual clinical experiences

Jacobs

McEwen

2021

Journal of Genetic Counseling

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Travel restrictions, physical distancing, and limits to clinical placements due to the global pandemic raised enormous challenges for genetic counseling education in 2020. In response, we created authentic virtual clinical experiences in our Master of Genetic Counseling program, mimicking clinical practice: virtual simulation with standardized clients, and virtual clinical placements, including intake calls, triage, consultations, teamwork and time management, and genetic counseling with standardized clients. The virtual clinical experiences involved online pre‐brief, simulation, and debrief. We aimed to evaluate students’ satisfaction with this learning method. Between April and November 2020, we distributed an anonymous online survey to all participating students using a modified version of a validated satisfaction with simulation scale. We analyzed the combined responses from first‐ and second‐year virtual clinical experiences using descriptive statistics and content analysis. The total number of possible responses was 120. The mean response rate was 68.36% (n = 82.03), with a mean of 16.41 participants responding to each survey from each year group. Of the first‐year participants, 53% (n = 10) had not observed a genetic counseling consultation before attending the virtual clinical placement. Overall, 92.5% of responses indicated that students were satisfied with the virtual clinical experiences (SD = 0.05). 100% (n = 82) of responses indicated that working with standardized clients was beneficial to learning, encouraged reflection on clinical ability and was a valuable learning experience overall. However, 37.78% (n = 17) of those who participated in the virtual simulation found that the use of Zoom detracted from their clinical learning. The virtual clinical experiences increased first‐year students’ confidence about clinical placement and prepared second‐year students for telehealth. In conclusion, the adaptation to virtual clinical experiences enhanced learning for most students, prepared them for practice, met the requirements of the accreditation body and enabled all of our final year students to graduate on time.

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Virtual Standardized Patients vs Academic Training for Learning Motivational Interviewing Skills in the US Department of Veterans Affairs and the US Military

Cited by 22 publications

References 35 publications

Technology-Based Methods for Training Counseling Skills in Behavioral Health: a Scoping Review

Technology-Based Methods for Training Counseling Skills in Behavioral Health: a Scoping Review

Exploring the Study of Simulation as a Continuing Professional Development Strategy for Physicians

Adapting to the challenges of the global pandemic on genetic counselor education: Evaluating students’ satisfaction with virtual clinical experiences

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