Assessment of a motivational interviewing curriculum for year 3 medical students using a standardized patient case

Abstract

Objective: We sought to evaluate a year 3 motivational interviewing (MI) curriculum using a standardized patient case.

Methods: The 2-h small group MI curriculum included a didactic presentation followed by interactive role plays. During a clinical skills assessment at the end of year 3 the MI skills of 80 students who had participated in the curriculum were compared with those of 19 students who had not participated.

Results: The standardized patient reliably rated the students on their performance of 8 items. Students who had participated in the MI curriculum were significantly more proficient than nonparticipating students in the performance of 2 strategic MI skills, importance and confidence rulers (ps<.006). The groups did not differ in their use of patient-centered counseling skills or collaborative change planning commonly used in MI.

Conclusions: Third year medical students can learn to use MI skills that specifically aim to enhance patients' motivations for change.

Practice implications: Medical schools should consider providing students with MI training and MI skill assessments using standardized patient cases to help students prepare to counsel patients for behavior change.