Motivational interviewing training for medical students: A pilot pre-post feasibility study.
Antoine Chéret, Christine Durier, Nicolas Noël, Katia Bourdic, Chantal Legrand, Catherine D'Andréa, Evelyne Hem, Cécile Goujard, Patrick Berthiaume, Silla M Consoli
Author Information
Antoine Chéret: Internal Medicine Unit, Le Kremlin-Bicêtre Hospital, APHP, France. Electronic address: antoine.cheret@aphp.fr.
Christine Durier: INSERM SC10-US19, Villejuif, France.
Nicolas Noël: Internal Medicine Unit, Le Kremlin-Bicêtre Hospital, APHP, France.
Katia Bourdic: Internal Medicine Unit, Le Kremlin-Bicêtre Hospital, APHP, France.
Chantal Legrand: Direction of Care, Georges Pompidou Hospital, APHP, Paris, France.
Catherine D'Andréa: Internal Medicine Unit, Le Kremlin-Bicêtre Hospital, APHP, France.
Evelyne Hem: Internal Medicine Unit, Le Kremlin-Bicêtre Hospital, APHP, France.
Cécile Goujard: Internal Medicine Unit, Le Kremlin-Bicêtre Hospital, APHP, France.
Patrick Berthiaume: Les formations Perspective Santé, Montréal, Québec, Canada.
Silla M Consoli: Paris Descartes University, Sorbonne Paris Cité, Paris, France; Consultation-Liaison Psychiatry Unit, Department of Adult and Elderly Psychiatry, European Georges Pompidou Hospital, APHP, Paris, France.
OBJECTIVE: To evaluate the impact of brief training in motivational interviewing (MI) from a non-specialist professional for medical students. METHODS: Students (n = 20) received three four-hour sessions of MI training over one week. They interviewed caregivers acting as patients in two standardised medical situations, six weeks before and three weeks after training. Global scores from the MITI-3.1.1 code, including "MI- Spirit", were attributed to the audiotaped interviews by two independent coders, blind the pre- or post-training status of the interview. Secondary outcomes were: caregivers' perception of students' empathy (CARE questionnaire), students' evaluation of self-efficacy to engage in a patient-centred relationship (SEPCQ score), and students' satisfaction with their own performance (analogue scale). RESULTS: MI-Spirit score increased significantly after training (p < 0.0001, effect size 1.5). Limited improvements in CARE score (p = 0.034, effect size 0.5) and one of the SEPCQ dimensions (sharing information and power with the patient; p = 0.047, effect size 0.5) were also noted. Students' satisfaction score was unaffected (p = 0.69). CONCLUSION: These findings suggest that brief MI training can improve communication skills in medical students. PRACTICE IMPLICATIONS: Such an intervention is feasible and could be generalised during medical studies.
