评估医师助理课程中的动机性访谈法。
Evaluating Motivational Interviewing in the Physician Assistant Curriculum.
作者信息
Halbach Patrick, Keller Abiola O
机构信息
Patrick Halbach, MS, MPAS, PA-C, is a physician assistant in the Department of Orthopaedic Surgery at the University of Minnesota in Minneapolis. Abiola O. Keller, PhD, MPH, PA-C, is a clinical assistant professor and director of clinical research in the Department of Physician Assistant Studies at Marquette University, College of Health Sciences in Milwaukee, Wisconsin.
出版信息
J Physician Assist Educ. 2017 Sep;28(3):132-137. doi: 10.1097/JPA.0000000000000133.
PURPOSE
Motivational interviewing (MI) is an evidence-based technique that enables clinicians to help patients modify health behaviors. Although MI is an essential tool for physician assistants (PAs), the extent to which it is addressed in PA curricula in the United States is unknown. This study is a comprehensive description of MI education in PA programs in the United States.
METHODS
Data are from the 2014 Physician Assistant Education Association Annual Program Survey. Descriptive statistics were conducted on de-identified data from all 186 PA programs in the United States.
RESULTS
Of the 186 PA programs surveyed, 72.58% (n = 135) reported at least one course providing MI training. Availability of courses providing training in skills essential to the MI process varied. Having a course with verbal communication training was most frequently endorsed, and having a course with training in developing discrepancy was least frequently endorsed. The most popular teaching modality was lecture (84.95%, n = 158), whereas only 41.40% (n = 77) and 58.60% (n = 109) reported role play with evaluation and standardized patient exercises with evaluation, respectively.
CONCLUSIONS
More than 70% of programs included at least one course in their curriculum that provided training in MI, suggesting that PA programs recognize the importance of MI. Instruction in change talk was not provided in nearly half of the programs. Role-play and standardized patient exercises with evaluation were underused methods despite their proven efficacy in MI education. As the first comprehensive benchmark of MI education for PAs, this study shows that although most programs address MI, opportunities exist to improve MI training in PA programs in the United States.
目的
动机性访谈（MI）是一种循证技术，可使临床医生帮助患者改变健康行为。虽然MI是医师助理（PA）的一项重要工具，但在美国PA课程中对其涉及的程度尚不清楚。本研究全面描述了美国PA项目中的MI教育情况。
方法
数据来自2014年医师助理教育协会年度项目调查。对美国所有186个PA项目的去识别化数据进行了描述性统计。
结果
在接受调查的186个PA项目中，72.58%（n = 135）报告至少有一门课程提供MI培训。提供MI过程中必不可少技能培训的课程可用性各不相同。最常被认可的是有一门言语沟通培训课程，而有一门关于制造差异培训的课程最不常被认可。最受欢迎的教学方式是讲座（84.95%，n = 158），而分别只有41.40%（n = 77）和58.60%（n = 109）的项目报告有带评估的角色扮演和带评估的标准化患者练习。
结论
超过70%的项目在其课程中至少有一门课程提供MI培训，这表明PA项目认识到MI的重要性。近一半的项目没有提供关于改变谈话的指导。尽管角色扮演和带评估的标准化患者练习在MI教育中已被证明有效，但使用不足。作为PA的MI教育的首个全面基准，本研究表明，虽然大多数项目涉及MI，但美国的PA项目仍有机会改进MI培训。
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