Cargando…

Use of Standardized Patient Simulations to Assess Impact of Motivational Interviewing Training on Social–Emotional Development

The objective of this study was to assess the impact of motivational interviewing (MI) training on students’ social–emotional development. Two simulations using standardized patients (SP) were conducted within a smoking cessation module. Students first completed a 4 h self-study module focused on sm...

Descripción completa

Detalles Bibliográficos
Autores principales: Galal, Suzanne, Vyas, Deepti, Mayberry, John, Rogan, Edward L., Patel, Shivani, Ruda, Sara
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6163181/
https://www.ncbi.nlm.nih.gov/pubmed/29997322
http://dx.doi.org/10.3390/pharmacy6030065
_version_ 1783359298986835968
author Galal, Suzanne
Vyas, Deepti
Mayberry, John
Rogan, Edward L.
Patel, Shivani
Ruda, Sara
author_facet Galal, Suzanne
Vyas, Deepti
Mayberry, John
Rogan, Edward L.
Patel, Shivani
Ruda, Sara
author_sort Galal, Suzanne
collection PubMed
description The objective of this study was to assess the impact of motivational interviewing (MI) training on students’ social–emotional development. Two simulations using standardized patients (SP) were conducted within a smoking cessation module. Students first completed a 4 h self-study module focused on smoking cessation tools and general counseling techniques. Faculty then administered a 15-item rubric focused on students’ self-assessment of their verbal/non-verbal communication, social–emotional competence and MI skills. Students then participated in a smoking cessation counseling session with an SP. SPs used the same rubric to assess student performance. Teaching assistants (TAs) observed and assessed the students using the same rubric and an additional 22 items related to clinical skills. TAs and SPs then provided feedback on areas of improvement. The following week, students first completed a 3 h self-study module on MI then participated in a different smoking cessation scenario. After completion, the 15-item self-assessment rubric was administered. There was a significant improvement in TA assessed student performance with an average score improvement of 8% (pre-intervention score = 67%; post-intervention mean = 75%). Students had dramatic gains in their self-assessment with their scores rising by an average of 22%. Using MI techniques can improve students’ self-assessed and perceived social–emotional competency.
format Online
Article
Text
id pubmed-6163181
institution National Center for Biotechnology Information
language English
publishDate 2018
publisher MDPI
record_format MEDLINE/PubMed
spelling pubmed-61631812018-10-10 Use of Standardized Patient Simulations to Assess Impact of Motivational Interviewing Training on Social–Emotional Development Galal, Suzanne Vyas, Deepti Mayberry, John Rogan, Edward L. Patel, Shivani Ruda, Sara Pharmacy (Basel) Article The objective of this study was to assess the impact of motivational interviewing (MI) training on students’ social–emotional development. Two simulations using standardized patients (SP) were conducted within a smoking cessation module. Students first completed a 4 h self-study module focused on smoking cessation tools and general counseling techniques. Faculty then administered a 15-item rubric focused on students’ self-assessment of their verbal/non-verbal communication, social–emotional competence and MI skills. Students then participated in a smoking cessation counseling session with an SP. SPs used the same rubric to assess student performance. Teaching assistants (TAs) observed and assessed the students using the same rubric and an additional 22 items related to clinical skills. TAs and SPs then provided feedback on areas of improvement. The following week, students first completed a 3 h self-study module on MI then participated in a different smoking cessation scenario. After completion, the 15-item self-assessment rubric was administered. There was a significant improvement in TA assessed student performance with an average score improvement of 8% (pre-intervention score = 67%; post-intervention mean = 75%). Students had dramatic gains in their self-assessment with their scores rising by an average of 22%. Using MI techniques can improve students’ self-assessed and perceived social–emotional competency. MDPI 2018-07-11 /pmc/articles/PMC6163181/ /pubmed/29997322 http://dx.doi.org/10.3390/pharmacy6030065 Text en © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Galal, Suzanne
Vyas, Deepti
Mayberry, John
Rogan, Edward L.
Patel, Shivani
Ruda, Sara
Use of Standardized Patient Simulations to Assess Impact of Motivational Interviewing Training on Social–Emotional Development
title Use of Standardized Patient Simulations to Assess Impact of Motivational Interviewing Training on Social–Emotional Development
title_full Use of Standardized Patient Simulations to Assess Impact of Motivational Interviewing Training on Social–Emotional Development
title_fullStr Use of Standardized Patient Simulations to Assess Impact of Motivational Interviewing Training on Social–Emotional Development
title_full_unstemmed Use of Standardized Patient Simulations to Assess Impact of Motivational Interviewing Training on Social–Emotional Development
title_short Use of Standardized Patient Simulations to Assess Impact of Motivational Interviewing Training on Social–Emotional Development
title_sort use of standardized patient simulations to assess impact of motivational interviewing training on social–emotional development
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6163181/
https://www.ncbi.nlm.nih.gov/pubmed/29997322
http://dx.doi.org/10.3390/pharmacy6030065
work_keys_str_mv AT galalsuzanne useofstandardizedpatientsimulationstoassessimpactofmotivationalinterviewingtrainingonsocialemotionaldevelopment
AT vyasdeepti useofstandardizedpatientsimulationstoassessimpactofmotivationalinterviewingtrainingonsocialemotionaldevelopment
AT mayberryjohn useofstandardizedpatientsimulationstoassessimpactofmotivationalinterviewingtrainingonsocialemotionaldevelopment
AT roganedwardl useofstandardizedpatientsimulationstoassessimpactofmotivationalinterviewingtrainingonsocialemotionaldevelopment
AT patelshivani useofstandardizedpatientsimulationstoassessimpactofmotivationalinterviewingtrainingonsocialemotionaldevelopment
AT rudasara useofstandardizedpatientsimulationstoassessimpactofmotivationalinterviewingtrainingonsocialemotionaldevelopment