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...
Autores principales: | , , , , , |
---|---|
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 |