Arnett Michelle, Korte Dina, Richards Philip S, Saglik Berna, Taichman L Susan, Kinney Janet S, Gwozdek Anne E
Ms. Arnett is a 2016 graduate of the Master of Science in Dental Hygiene Program and Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; Ms. Korte is Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; Dr. Richards is Clinical Professor, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; Dr. Saglik is Clinical Associate Professor, Department of Biologic and Materials Sciences, University of Michigan School of Dentistry; Dr. Taichman is Adjunct Clinical Associate Professor, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; Prof. Kinney is Director of Dental Hygiene and Clinical Associate Professor, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Prof. Gwozdek is retired Clinical Assistant Professor and Director of Dental Hygiene Graduate and Degree Completion Programs, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry.
J Dent Educ. 2017 Aug;81(8):969-977. doi: 10.21815/JDE.017.048.
The aims of this pilot study were to assess dental hygiene faculty members' perceptions of the importance of motivational interviewing (MI) and their confidence in teaching students about MI and to determine the effect of MI training sessions on those perceptions. Participants were a convenience sample of all 16 dental hygiene faculty members who teach in the clinic at the University of Michigan School of Dentistry. Participants' perceptions were assessed prior to a workshop in MI (pretest), immediately after the workshop (posttest 1), and eight months after the workshop, at the end of the academic year (posttest 2). During the same period, some of the workshop participants took part in team grading sessions of audio recordings of student-patient MI interactions. The results showed that the majority of the faculty members perceived it was important to personally embrace the overall spirit of MI during patient care, and they were confident supporting students as well. Their ratings for embracing the spirit of MI increased from pretest to posttest 1, but slightly decreased at posttest 2. This trend was also seen in their assessment of the importance of and their confidence in teaching the eight MI strategies over time. Among the workshop participants, 56% were part of team grading; they reported the most helpful professional development activities overall were team grading (58%) and the workshop (25%). These results suggest the importance of making use of a variety of faculty development activities and of introducing appropriate follow-up to training sessions over time to ensure long-lasting effects. Future research using carefully designed, multi-institution, longitudinal studies is needed to determine the most effective ways to prepare dental hygiene faculty members to educate their students about MI.
这项试点研究的目的是评估口腔卫生专业教师对动机性访谈（MI）重要性的看法及其教授学生MI的信心，并确定MI培训课程对这些看法的影响。参与者是密歇根大学牙科学院诊所所有16名口腔卫生专业教师的便利样本。在MI研讨会之前（预测试）、研讨会结束后立即（后测试1）以及研讨会结束八个月后，即学年末（后测试2）评估参与者的看法。在同一时期，一些研讨会参与者参加了学生与患者MI互动录音的团队评分环节。结果显示，大多数教师认为在患者护理过程中个人秉持MI的整体精神很重要，并且他们也有信心支持学生。他们对秉持MI精神的评分从预测试到后测试1有所提高，但在后测试2时略有下降。随着时间的推移，在他们对教授八项MI策略的重要性和信心的评估中也出现了这种趋势。在研讨会参与者中，56%参与了团队评分；他们报告总体上最有帮助的专业发展活动是团队评分（58%）和研讨会（25%）。这些结果表明利用各种教师发展活动以及随着时间推移对培训课程引入适当的后续跟进以确保产生持久影响的重要性。需要开展精心设计的多机构纵向研究以确定让口腔卫生专业教师教导学生MI的最有效方法。
