a Faculty of Health Sciences and Medicine , Bond University , Gold Coast , Australia.
Med Teach. 2018 Mar;40(3):231-236. doi: 10.1080/0142159X.2017.1369503. Epub 2017 Aug 25.
Shifting from paternalistic to patient-centred doctor-patient relationships has seen a growing number of medical programs incorporate brief motivational interviewing training in their curriculum. Some medical educators, however, are unsure of precisely what, when, and how to incorporate such training.
This article provides educators with 12 tips for teaching brief motivational interviewing to medical students, premised on evidence-based pedagogy.
Tips were drawn from the literature and authors' own experiences.
The 12 tips are: (1) Set clear learning objectives, (2) Select experienced educators, (3) Provide theoretical perspectives, (4) Share the evidence base, (5) Outline the "spirit", principles, and sequence, (6) Show students what it looks like, (7) Give students a scaffold to follow, (8) Provide opportunities for skill practice, (9) Involve clinical students in teaching, (10) Use varied formative and summative assessments, (11) Integrate and maintain, and (12) Reflect and evaluate.
We describe what to include and why, and outline when and how to teach the essential components of brief motivational interviewing knowledge and skills in a medical curriculum.
从家长式医患关系向以患者为中心的医患关系转变，越来越多的医学项目将简短动机性访谈培训纳入课程。然而，一些医学教育工作者不确定究竟应该何时以及如何进行这种培训。
本文基于循证教育学，为教育工作者提供了 12 条教授医学生简短动机性访谈的建议。
建议来自文献和作者自己的经验。
这 12 条建议是：（1）设定明确的学习目标，（2）选择经验丰富的教育工作者，（3）提供理论观点，（4）分享证据基础，（5）概述“精神”、原则和顺序，（6）向学生展示它的样子，（7）给学生一个遵循的支架，（8）提供技能实践机会，（9）让临床学生参与教学，（10）使用多种形成性和总结性评估，（11）整合和保持，以及（12）反思和评估。
我们描述了应该包含什么以及为什么要包含这些内容，并概述了在医学课程中何时以及如何教授简短动机性访谈知识和技能的基本组成部分。
