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Lei LYC, Chew KS, Chai CS, Chen YY. Evidence for motivational interviewing in educational settings among medical schools: a scoping review. BMC MEDICAL EDUCATION 2024; 24:856. [PMID: 39118104 PMCID: PMC11312404 DOI: 10.1186/s12909-024-05845-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2024] [Accepted: 07/30/2024] [Indexed: 08/10/2024]
Abstract
BACKGROUND Motivational interviewing (MI) is a person-centred approach focused on empowering and motivating individuals for behavioural change. Medical students can utilize MI in patient education to engage with patients' chronic health ailments and maladaptive behaviours. A current scoping review was conducted to 1) determine the types of MI (conventional, adapted, brief and group MI) education programs in medical schools, delivery modalities and teaching methods used; 2) classify educational outcomes on the basis of Kirkpatrick's hierarchy; and 3) determine the key elements of MI education via the FRAMES (feedback, responsibility, advice, menu of options, empathy, self-efficacy) model. METHODS This scoping review was conducted via the framework outlined by Arksey and O'Malley. Two online databases, CINAHL and MEDLINE Complete, were searched to identify MI interventions in medical education. Further articles were selected from bibliography lists and the Google Scholar search engine. RESULTS From an initial yield of 2019 articles, 19 articles were included. First, there appears to be a bimodal distribution of most articles published between the two time periods of 2004--2008 and 2019--2023. Second, all the studies included in this review did not use conventional MI but instead utilized a variety of MI adaptation techniques. Third, most studies used face-to-face training in MI, whereas only one study used online delivery. Fourth, most studies have used a variety of interactive experiences to teach MI. Next, all studies reported outcomes at Kirkpatrick's Level 2, but only 4 studies reported outcomes at Kirkpatrick's Level 3. According to the FRAMES model, all studies (n=19; 100%) reported the elements of responsibility and advice. The element that was reported the least was self-efficacy (n = 12; 63.1%). CONCLUSION Our findings suggest that motivational interviewing can be taught effectively in medical schools via adaptations to MI and a variety of teaching approaches. However, there is a need for further research investigating standardized MI training across medical schools, the adequate dose for training in MI and the implementation of reflective practices. Future studies may benefit from exploring and better understanding the relationship between MI and self-efficacy in their MI interventions.
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Affiliation(s)
- Leonard Yik Chuan Lei
- Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak (UNIMAS), Kota Samarahan, Sarawak, 94300, Malaysia.
| | - Keng Sheng Chew
- Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak (UNIMAS), Kota Samarahan, Sarawak, 94300, Malaysia
| | - Chee Shee Chai
- Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak (UNIMAS), Kota Samarahan, Sarawak, 94300, Malaysia
| | - Yoke Yong Chen
- Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak (UNIMAS), Kota Samarahan, Sarawak, 94300, Malaysia
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Dalgarno N, Turnnidge J, Cofie N, van Wylick R, Mulder J, Kirby F, Hastings-Truelove A, Graves L. Developing a national undergraduate medical education pain management and substance use disorder curriculum to address the opioid crisis: a program evaluation pilot study. BMC MEDICAL EDUCATION 2024; 24:258. [PMID: 38459447 PMCID: PMC10921711 DOI: 10.1186/s12909-024-05181-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Accepted: 02/14/2024] [Indexed: 03/10/2024]
Abstract
BACKGROUND Pain and addiction are one of the most common reasons for adults to seek health care, yet educational programs focused on pain are often underrepresented in medical school curricula. In January 2021, the Association of Faculties of Medicine of Canada (AFMC) launched an online national, bilingual, competency-based curriculum for undergraduate medical (UGME) students in pain management and substance use in response to the opioid crisis and to bridge the content gaps in programs across Canada. The purpose of this study is to evaluate the pilot of this national curriculum. METHODS UGME students, from across Canada, participated in the program evaluation by completing online pre- and post-program surveys that assessed the influence of the curriculum on participants' knowledge as well as the value, usability, and feasibility of this curriculum. RESULTS Participants' perceived confidence in their new knowledge and in utilizing resources required to maintain their knowledge significantly increased (75% and 51% respectively). Their perceived knowledge that addressed the 72 learning objectives within the curriculum significantly increased from pre- to post-program. Over 90% of participants reported that the curriculum was valuable, feasible, and usable. The most frequently discussed program strengths were the clear and comprehensive content, interactive and well-organized design, and relevance of curriculum content for future clinical practice. The overall weakness of the curriculum included the length, repetition of content, the lack of clarity and relevance of the assessment questions, end-user technology issues, and French translation discrepancies. Participant's recommendations for improving the curriculum included streamlining content, addressing technology issues, and enhancing the clarity and relevance of assessment questions embedded within each of the modules. CONCLUSION Participants agreed that an online pain management and substance use curriculum is a valuable, usable, and feasible learning opportunity. Given the severity of the opioid crisis in Canada, these online modules provide a curriculum that can be integrated into existing UGME programs or can provide self-directed learning.
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Affiliation(s)
- N Dalgarno
- Office of Professional Development and Educational Scholarship, Queen's University, 385 Princess Street, Kingston, ON, K7L 1B9, Canada.
- Master of Health Professions Education, Queen's University, 99 University Avenue, Kingston, ON, K7L 3N6, Canada.
| | - J Turnnidge
- Office of Professional Development and Educational Scholarship, Queen's University, 385 Princess Street, Kingston, ON, K7L 1B9, Canada
- Master of Health Professions Education, Queen's University, 99 University Avenue, Kingston, ON, K7L 3N6, Canada
| | - N Cofie
- Office of Professional Development and Educational Scholarship, Queen's University, 385 Princess Street, Kingston, ON, K7L 1B9, Canada
- Master of Health Professions Education, Queen's University, 99 University Avenue, Kingston, ON, K7L 3N6, Canada
| | - R van Wylick
- Office of Professional Development and Educational Scholarship, Queen's University, 385 Princess Street, Kingston, ON, K7L 1B9, Canada
- Department of Pediatrics, Queen's University, 76 Stuart St, Kingston, ON, K7L 2V7, Canada
| | - J Mulder
- Office of Professional Development and Educational Scholarship, Queen's University, 385 Princess Street, Kingston, ON, K7L 1B9, Canada
| | - F Kirby
- Association of Faculties of Medicine of Canada, 150 Rue Elgin Street, Ottawa, ON, K2P 1L4, Canada
| | - A Hastings-Truelove
- Master of Health Professions Education, Queen's University, 99 University Avenue, Kingston, ON, K7L 3N6, Canada
| | - L Graves
- Association of Faculties of Medicine of Canada, 150 Rue Elgin Street, Ottawa, ON, K2P 1L4, Canada
- Family and Community Medicine, Western Michigan University Homer Stryker M.D. School of Medicine, 1000 Oakland Drive, Kalamazoo, MI, 49008-8017, USA
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Elfandi S, Poudyal H. Tobacco Cessation Curriculum in Medical Schools: a Scoping Review. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2023; 38:1614-1623. [PMID: 37188986 DOI: 10.1007/s13187-023-02309-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/07/2023] [Indexed: 05/17/2023]
Abstract
This scoping review aims to identify interventional training courses on tobacco cessation counseling skills of medical students, identify the most appropriate teaching method, and the ideal stage to provide such training. We retrieved articles published since 2000 from two electronic peer-reviewed databases (PubMed and Scopus) and hand-searched reference lists of selected articles. Articles published in English, with a clearly defined curriculum, reporting knowledge, attitude, cessation counseling skills of medical students post-training, and cessation-related outcomes of patients participating in student-led counseling sessions, were considered for inclusion. We used the York framework to guide this scoping review. First, data from studies meeting the inclusion criteria were charted using a standardized form. Subsequently, related studies were organized under three themes that emerged in the review process-lectured-based, web-based, and multi-modal curriculum. We concluded that a short but focused lecture-based curriculum combined with peer role-play or standardized/real patient interactions effectively develops the necessary knowledge and skills of undergraduate medical students to provide tobacco cessation counseling to patients. However, studies consistently report that the gains in knowledge and skills after cessation training is acute. Therefore, continued participation in cessation counseling and periodic review of cessation-related knowledge and skills post-training is warranted.
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Affiliation(s)
- Sufian Elfandi
- Population Health and Policy Research Unit, Graduate School of Medicine, Medical Education Center/International Education Section, Kyoto University, Yoshida Konoe-cho, Sakyo-ku, Kyoto, 606-8501, Japan.
| | - Hemant Poudyal
- Population Health and Policy Research Unit, Graduate School of Medicine, Medical Education Center/International Education Section, Kyoto University, Yoshida Konoe-cho, Sakyo-ku, Kyoto, 606-8501, Japan
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Erschens R, Fahse B, Festl-Wietek T, Herrmann-Werner A, Keifenheim KE, Zipfel S, Fallgatter AJ, Velten-Schurian K. Training medical students in motivational interviewing using a blended learning approach: a proof-of-concept study. Front Psychol 2023; 14:1204810. [PMID: 37546454 PMCID: PMC10400288 DOI: 10.3389/fpsyg.2023.1204810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2023] [Accepted: 07/05/2023] [Indexed: 08/08/2023] Open
Abstract
Background Difficulties in implementing behavior change in patients with chronic diseases are common in clinical practice. Motivational interviewing (MI) helps clinicians to support patients in overcoming ambivalence while maintaining self-determination. The inclusion of MI in German medical training curricula is still rare. Furthermore, the effects of systematic teaching of MI, especially via blended learning, have hardly been investigated. Methods Medical students participated in three curricular events related to MI, consisting of instructional videos and theoretical and practical components in a blended learning format. The aim of the study was to investigate the effect of teaching MI in students' medical education. A controlled, non-randomized study was conducted with an intervention group and a control group. Both groups completed questionnaires on their experience and knowledge related to MI, completed a knowledge test and rated their satisfaction with the course. MI was taught in the 6th semester of medical coursework as part of a psychosomatic course, in the 8th semester during a psychiatry course and in the 9th semester during a weekly psychiatry clerkship. Results Data from the intervention group (n = 35) and control group (n = 14) were analyzed, with 65.7% of students participating in all three parts of the curriculum. Overall interest in learning MI was high, with M = 2.92 (SD = 1.00). The results indicate a greater increase in knowledge over time in the intervention group. The majority (62.86%) stated that the curriculum was relevant to their future career. Free-form text responses indicated a high level of satisfaction with practical relevance. Conclusion This study demonstrates the usefulness of an MI curriculum for medical students. The integration of MI into medical curricula is a promising curricular addition to improve doctor-patient communication. Future research should address patient perceptions of MI competencies and the persistence of acquired competencies.
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Affiliation(s)
- Rebecca Erschens
- University Medical Hospital Tuebingen, Internal Medicine, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
| | - Bettina Fahse
- University Medical Hospital Tuebingen, Internal Medicine, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
- Tübingen Institute for Medical Education (TIME), Faculty of Medicine, Tübingen, Germany
| | - Teresa Festl-Wietek
- Tübingen Institute for Medical Education (TIME), Faculty of Medicine, Tübingen, Germany
| | - Anne Herrmann-Werner
- University Medical Hospital Tuebingen, Internal Medicine, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
- Tübingen Institute for Medical Education (TIME), Faculty of Medicine, Tübingen, Germany
| | - Katharina E. Keifenheim
- University Medical Hospital Tuebingen, Internal Medicine, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
| | - Stephan Zipfel
- University Medical Hospital Tuebingen, Internal Medicine, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Andreas J. Fallgatter
- German Center for Mental Health (DZPG), Tuebingen, Germany
- Tübingen Center for Mental Health, Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany
| | - Kerstin Velten-Schurian
- Tübingen Center for Mental Health, Department of Psychiatry and Psychotherapy, University of Tübingen, Tübingen, Germany
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Lavilla-Gracia M, Pueyo-Garrigues M, Fotopoulou M, Canga-Armayor A, Esandi N, Alfaro-Díaz C, Canga-Armayor N. Training nursing students in motivational interviewing for alcohol misuse: A mixed method study. NURSE EDUCATION TODAY 2023; 125:105775. [PMID: 36924704 DOI: 10.1016/j.nedt.2023.105775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Revised: 01/27/2023] [Accepted: 02/28/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Motivational interviewing led by nurses has been demonstrated to be effective in reducing alcohol consumption among university students. However, most of these professionals feel that they lack the competence necessary for motivational interviewing due to a lack of formal training in the nursing curriculum. OBJECTIVES To design, implement and evaluate a motivational interviewing training course for alcohol misuse in an undergraduate nursing curriculum and to explore students' experiences with this course. DESIGN A mixed-methods study involving a descriptive comparative quantitative design and qualitative focus group interviews with nursing students. SETTINGS An elective nursing course in a Spanish university. PARTICIPANTS A total of 21 fourth-year nursing students. METHODS The course was developed as a twelve-week, two-hour course. It comprised three modules covering the concepts, tools and skills associated with motivational interviewing for alcohol misuse. Quantitative and qualitative data were collected after the completion of the course to evaluate the training received by students; these data were categorized using Kirkpatrick's model. The quantitative results included students' satisfaction, knowledge, skills and attitudes, which were measured using an ad hoc questionnaire, a multiple-choice exam, and two rater-based assessments (the Peer Proficiency Assessment instrument and an evidence-based checklist). Qualitative focus groups were used to explore students' experiences of the entire programme. RESULTS Students' satisfaction with the course was rated 9 out of 10, highlighting the usefulness and adequacy of the course content. The quantitative and qualitative results both indicated that all students acquired the knowledge necessary to perform motivational interviewing and significantly improved their motivational interviewing microskills. Only half of the students reached the level of proficiency in two of the three ratios calculated. The three main themes identified pertained to the learning atmosphere, module methodologies, and students' self-perceptions of competence. Finally, the students reported having transferred their learning to clinical practice. CONCLUSION A course on motivational interviewing for alcohol misuse positively influences nursing students both personally and in terms of their future professional work by improving their knowledge, skills, attitudes and self-perceived competence.
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Affiliation(s)
- M Lavilla-Gracia
- University of Navarra, School of Nursing, Community, Maternity and Pediatric Nursing, Campus Universitario, 31008 Pamplona, Spain.
| | - M Pueyo-Garrigues
- University of Navarra, School of Nursing, Community, Maternity and Pediatric Nursing, Campus Universitario, 31008 Pamplona, Spain; IdiSNA, Navarra Institute for Health Research, Spain.
| | - M Fotopoulou
- Colin Bell Building, University of Stirling, Stirling FK9 4LA, Scotland, UK.
| | - A Canga-Armayor
- IdiSNA, Navarra Institute for Health Research, Spain; University of Navarra, School of Nursing, Nursing Care for Adult Patients Department, Campus Universitario, 31008 Pamplona, Spain.
| | - N Esandi
- IdiSNA, Navarra Institute for Health Research, Spain; University of Navarra, School of Nursing, Nursing Care for Adult Patients Department, Campus Universitario, 31008 Pamplona, Spain.
| | - C Alfaro-Díaz
- IdiSNA, Navarra Institute for Health Research, Spain; University of Navarra, School of Nursing, Nursing Care for Adult Patients Department, Campus Universitario, 31008 Pamplona, Spain.
| | - N Canga-Armayor
- University of Navarra, School of Nursing, Community, Maternity and Pediatric Nursing, Campus Universitario, 31008 Pamplona, Spain; IdiSNA, Navarra Institute for Health Research, Spain.
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Judy LM, Morrow C, Seo NJ. Development and evaluation of an efficient training program to facilitate the adoption of a novel neurorehabilitation device. J Rehabil Assist Technol Eng 2023; 10:20556683231158552. [PMID: 36818163 PMCID: PMC9932764 DOI: 10.1177/20556683231158552] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Accepted: 02/03/2023] [Indexed: 02/16/2023] Open
Abstract
Many rehabilitation devices are not adopted by therapists in practice. One major barrier is therapists' limited time and resources to get training. The objective of this study was to develop/evaluate an efficient training program for a novel rehabilitation device. The program was developed based on structured interviews with seven therapists for training preference and composed of asynchronous and in-person trainings following efficient teaching methods. The training program was evaluated for six occupational therapy doctoral students and six licensed therapists in neurorehabilitation practice. Training effectiveness was evaluated in a simulated treatment session in which 3 trainees shifted their roles among therapist applying the device, client, and peer assessor. In results, 11 of the 12 trainees passed the assessment of using the device in simulated treatment sessions. One trainee did not pass because s/he did not plug in the device to charge at the end. The in-person training fit within 1-h lunch break. All trainees perceived that they could effectively use the device in their practice and both asynchronous and in-person training easily fit into their schedule. This project serves as an example for development of an efficient and effective training program for a novel rehabilitation device to facilitate clinical adoption.
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Affiliation(s)
- Laura M Judy
- Division of Occupational Therapy,
Department of Rehabilitation Sciences, Medical University of South
Carolina, Charleston, SC, USA
| | - Corey Morrow
- Department of Health Sciences and
Research, College of Health Professions, Medical University of South
Carolina, Charleston, SC, USA
| | - Na Jin Seo
- Division of Occupational Therapy,
Department of Rehabilitation Sciences, Medical University of South
Carolina, Charleston, SC, USA,Department of Health Sciences and
Research, College of Health Professions, Medical University of South
Carolina, Charleston, SC, USA,Ralph H. Johnson VA Health Care
System, Charleston, SC, USA,Na J Seo, Division of Occupational Therapy,
Department of Rehabilitation Sciences, Medical University of South Carolina, 77
President Street, Charleston, SC 29425, USA.
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The Efficacy of Blended Learning in a Pediatric Spine Deformity Management Program in Sub-Saharan Africa. J Am Acad Orthop Surg Glob Res Rev 2023; 7:01979360-202302000-00001. [PMID: 36745534 PMCID: PMC9902016 DOI: 10.5435/jaaosglobal-d-22-00128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Accepted: 11/18/2022] [Indexed: 02/07/2023]
Abstract
INTRODUCTION Our study assessed the efficacy of blended learning, which combines in-person learning and e-learning, in a pediatric scoliosis training program through an international collaborative effort. METHODS The course comprised two parts: the online portion, where participants reviewed educational materials for 3 weeks and met with faculty once/week for discussion, and the in-person session, where participants reviewed cases in a team-based approach and came to a consensus on treatment strategy, followed by discussion with an international expert. All participants completed a needs assessment (NA) and clinical quiz at three points: before the course, after the online session, and after the in-person session, which covered various topics in pediatric spine deformity. RESULTS Thirty-six surgeons enrolled in the course from 13 College of Surgeons of East, Central and Southern Africa countries. The NA assessment scores improved significantly over the course of the surveys from 67.3, to 90.9, to 94.0 (P = 0.02). The clinical quiz scores also improved from 9.91, to 11.9, to 12.3 (P = 0.002). CONCLUSION The blended learning approach in a pediatric spine deformity program is effective and feasible and shows a statistically significant change in participants' confidence and knowledge base in these complex pathologies. This approach should be explored further with larger numbers and/or other spinal pathologies.
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Herrmann-Werner A, Erschens R, Fries M, Wehner H, Zipfel S, Festl-Wietek T. The effects of diverse fidelity scenarios on stress in medical students when taking patients' medical histories: A longitudinal study. Stress Health 2022. [PMID: 36288563 DOI: 10.1002/smi.3206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 10/14/2022] [Accepted: 10/18/2022] [Indexed: 11/09/2022]
Abstract
Taking patients' medical history correctly is the basis of diagnosis and therapy. Medical students as a vulnerable group may perceive patient-physician interactions as stressful. This study examines stress among medical students in different degrees of fidelity when taking a patient's medical history. In this longitudinal study, students' stress levels were assessed during scenarios with different degrees of fidelity (role-play, simulated patient encounters and real patient encounters) using standardised questionnaires (State-Trait Anxiety Inventory and a distress scale) and the physiological measurement of heart rate variability. The stress level of participating medical students (N = 128) was expected to significantly increase during scenarios of increasing fidelity (Mroleplay = 2.08 ± 0.92; SPEs: Msimulatedpatient = 2.68 ± 1.08; RPEs: Mrealpatient = 3.35 ± 1.08; p < 0.001). Whereas physiological stress was significantly higher with real patients (N = 106), psychological stress was not affected by the fidelity of the scenarios (N = 85). Medical students experienced stress when taking patients' medical history. Medical students might be unaware of their perceived stress based on the results. Thus, they should know how to cope with stress in such situations.
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Affiliation(s)
- Anne Herrmann-Werner
- Department of Psychosomatic Medicine and Psychotherapy, University Medical Hospital Tuebingen, Internal Medicine, Tuebingen, Germany.,TIME-Tuebingen Insitute for Medical Education, University of Tuebingen, Tuebingen, Germany
| | - Rebecca Erschens
- Department of Psychosomatic Medicine and Psychotherapy, University Medical Hospital Tuebingen, Internal Medicine, Tuebingen, Germany
| | - Maximilian Fries
- Department of Neurology, University Medical Center Mannheim, Medical Faculty Mannheim, University of Heidelberg, Mannheim, Germany
| | - Hannah Wehner
- Department of Psychosomatic Medicine and Psychotherapy, University Medical Hospital Tuebingen, Internal Medicine, Tuebingen, Germany
| | - Stephan Zipfel
- Department of Psychosomatic Medicine and Psychotherapy, University Medical Hospital Tuebingen, Internal Medicine, Tuebingen, Germany.,Deanery of Students' Affairs, Faculty of Medicine Eberhard-Karls University Tuebingen, Tuebingen, Germany
| | - Teresa Festl-Wietek
- TIME-Tuebingen Insitute for Medical Education, University of Tuebingen, Tuebingen, Germany
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Fuhrmann S, Kitzmann J, Isailov-Schöchlin M, Vach K, Fabry G, Schulz C, Jähne A, Ratka-Krüger P, Woelber JP. Can motivational interviewing for dental settings be taught online? Results of an uncontrolled interventional trial. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:254-262. [PMID: 34009671 DOI: 10.1111/eje.12698] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Revised: 03/16/2021] [Accepted: 05/04/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Motivational interviewing (MI) is an evidence-based method of promoting oral healthcare behaviour. Conventional training of MI is a time-consuming and costly aspect in the dental curriculum. Therefore, the aim of this study was to evaluate the effectiveness and acceptance of a MI-blended learning programme for dental students. MATERIALS AND METHODS Dental students had to perform an interdisciplinary created "ecourse Motivational Interviewing in medical settings" (eMI-med). After completion, patient-student interviews were recorded and evaluated using the Motivational Interviewing Treatment Integrity Code (MITI-d). Furthermore, the students' self-efficacy regarding smoking cessation and oral hygiene motivation was examined and the acceptance of the tool was enquired. RESULTS Forty interviews with 25 different students were analysed with the MITI-d. Students showed high levels of MI-adherent behaviour (15.45 ± 6.98), open-ended questions (9.95 ± 6.90) and reflections (10.43 ± 8.85), which were comparable to previous classroom trainings. In addition, 90% of the students preferred e-learning over classroom teaching. Furthermore, the students' therapeutical self-efficacies were significantly increased by the programme. CONCLUSION Within the limitations of this study, the created e-learning programme was able to equip dental students with basic knowledge and MI skills. Furthermore, learning MI through e-learning may heighten the self-efficacy of dental students regarding smoking cessation and oral hygiene promotion. Students showed a high acceptance of e-learning, preferring it over traditional learning.
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Affiliation(s)
- Sascha Fuhrmann
- Department of Operative Dentistry and Periodontology, Faculty of Medicine, University of Freiburg, Freiburg, Germany
| | - Julia Kitzmann
- Department of Operative Dentistry and Periodontology, Faculty of Medicine, University of Freiburg, Freiburg, Germany
- Private Practice, Hamburg, Germany
| | - Milena Isailov-Schöchlin
- Department of Operative Dentistry and Periodontology, Faculty of Medicine, University of Freiburg, Freiburg, Germany
| | - Kirstin Vach
- Department of Medical Biometry and Medical Informatics, Faculty of Medicine, University of Freiburg, Freiburg, Germany
| | - Götz Fabry
- Department of Medical Psychology, Faculty of Medicine, University of Freiburg, Freiburg, Germany
| | - Cornelia Schulz
- Cancer Prevention Team, Tumor Center, Faculty of Medicine, University of Freiburg, Freiburg, Germany
| | - Andreas Jähne
- Oberberg specialist hospital Rhein-Jura Bad Säckingen, Bad Säckingen, Germany
| | - Petra Ratka-Krüger
- Department of Operative Dentistry and Periodontology, Faculty of Medicine, University of Freiburg, Freiburg, Germany
| | - Johan Peter Woelber
- Department of Operative Dentistry and Periodontology, Faculty of Medicine, University of Freiburg, Freiburg, Germany
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Senkoylu A, Senkoylu B, Budakoglu I, Coskun Ö, Acaroglu E. Blended Learning Is a Feasible and Effective Tool for Basic Pediatric Spinal Deformity Training. Global Spine J 2021; 11:219-223. [PMID: 32875908 PMCID: PMC7882832 DOI: 10.1177/2192568220916502] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/05/2023] Open
Abstract
STUDY DESIGN Descriptive study. OBJECTIVE Assessing the applicability of blended learning to specific domains of spine surgery. METHODS After the needs assessment, a blended pediatric spine deformity course program was designed. A total of 33 participants, including orthopedic and neurosurgeons, registered for the course and all of them completed an online entrance quiz. Thus, they were eligible to have online part of course, which included the theoretical part of the course and also a discussion forum where the discussions about the topics facilitated by faculty. Thirteen of 33 subjects participated second part of the blended pediatric spine deformity course. This face-to-face (F2F) part consisted of case discussions for each topic and discussions facilitated by faculty members. The same quiz was also taken before and after the F2F part. All quiz results were compared statistically. RESULTS There were 11 lectures within the online part and 6 case discussions in the F2F part. The quiz scores were improved significantly by having a complete blended pediatric deformity course (P < .05). CONCLUSIONS The current study has demonstrated that blended learning format, including online and F2F, is feasible and effective in training for a domain of spine surgery, pediatric deformity in this specific context.
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Affiliation(s)
| | | | | | | | - Emre Acaroglu
- Distance Education Institute, de-institute.com/moodle30,Ankara Spine Center, Ankara, Turkey,Emre Acaroglu, Ankara Spine Center, Iran caddesi 45/2, Kavaklidere, 06700, Ankara, Turkey.
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Kaltman S, Tankersley A. Teaching Motivational Interviewing to Medical Students: A Systematic Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:458-469. [PMID: 31577585 DOI: 10.1097/acm.0000000000003011] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
PURPOSE Medical students must be prepared to work with patients with maladaptive health behaviors and chronic health conditions. Motivational interviewing (MI) is an evidence-based, patient-centered, directive communication style designed to help patients address behaviors that are detrimental to their health (e.g., substance abuse, poor diet). In this study, the authors systematically reviewed the evidence pertaining to MI curricula in medical schools. Their aims were to describe the pedagogical and content-related features of MI curricular interventions and to assess the effectiveness of the interventions and the quality of the research evidence. METHOD In March 2019, the authors searched databases, seeking studies on MI in medical schools. They manually extracted descriptive information, used the Medical Education Research Study Quality Instrument to assess the quality of the included studies, and synthesized the included studies' results. RESULTS Sixteen studies met inclusion criteria. The majority of included studies were pre-post evaluation designs; the most rigorous were randomized controlled trials. MI curricula were heterogeneous, varying in timing, content, pedagogical approaches, and outcomes measured. CONCLUSIONS The results of this review suggest that the implementation of MI curricula in medical schools can be feasible and effective and that students can achieve beginning levels of proficiency. The results support the inclusion of MI in undergraduate medical education curricula and highlight next steps to advance this area of medical education research: achieving consensus around essential early MI skills that should be taught in medical schools and identifying the most effective scaffolding strategies to teach this complex mode of communication.
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Affiliation(s)
- Stacey Kaltman
- S. Kaltman is professor, Department of Psychiatry, Georgetown University School of Medicine, Washington, DC; ORCID: https://orcid.org/0000-0002-5805-5536. A. Tankersley is doctoral candidate, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia; ORCID: https://orcid.org/0000-0003-0145-3354
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