Internal Medicine Unit, Le Kremlin-Bicêtre Hospital, APHP, France.
INSERM SC10-US19, Villejuif, France.
Patient Educ Couns. 2018 Nov;101(11):1934-1941. doi: 10.1016/j.pec.2018.06.011. Epub 2018 Jun 21.
To evaluate the impact of brief training in motivational interviewing (MI) from a non-specialist professional for medical students.
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).
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).
These findings suggest that brief MI training can improve communication skills in medical students.
Such an intervention is feasible and could be generalised during medical studies.
评估非专业医学专业人员对医学生进行简短动机访谈（MI）培训的效果。
学生（n=20）在一周内接受了三次四小时的 MI 培训。他们在培训前六周和后三周，对两个标准医疗情境中的照顾者进行了角色扮演访谈。由两位独立的编码员对录音访谈进行了 MITI-3.1.1 代码（包括“MI 精神”）的总体评分，对访谈的预或后训练状态进行盲法。次要结果包括：照顾者对学生同理心的感知（CARE 问卷）、学生对进行以患者为中心的关系的自我效能感评估（SEPCQ 评分）以及学生对自己表现的满意度（模拟量表）。
培训后 MI 精神评分显著提高（p<0.0001，效应大小 1.5）。 CARE 评分（p=0.034，效应大小 0.5）和 SEPCQ 评分的一个维度（与患者分享信息和权力；p=0.047，效应大小 0.5）也有一定程度的改善。学生满意度评分未受影响（p=0.69）。
这些发现表明，简短的 MI 培训可以提高医学生的沟通技巧。
这种干预措施是可行的，可以在医学研究期间推广。
