Erschens Rebecca, Fahse Bettina, Festl-Wietek Teresa, Herrmann-Werner Anne, Keifenheim Katharina E, Zipfel Stephan, Fallgatter Andreas J, Velten-Schurian Kerstin
University Medical Hospital Tuebingen, Internal Medicine, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany.
Tübingen Institute for Medical Education (TIME), Faculty of Medicine, Tübingen, Germany.
Front Psychol. 2023 Jul 20;14:1204810. doi: 10.3389/fpsyg.2023.1204810. eCollection 2023.
Difficulties in implementing behavior change in patients with chronic diseases are common in clinical practice. Motivational interviewing (MI) helps clinicians to support patients in overcoming ambivalence while maintaining self-determination. The inclusion of MI in German medical training curricula is still rare. Furthermore, the effects of systematic teaching of MI, especially via blended learning, have hardly been investigated.
Medical students participated in three curricular events related to MI, consisting of instructional videos and theoretical and practical components in a blended learning format. The aim of the study was to investigate the effect of teaching MI in students' medical education. A controlled, non-randomized study was conducted with an intervention group and a control group. Both groups completed questionnaires on their experience and knowledge related to MI, completed a knowledge test and rated their satisfaction with the course. MI was taught in the 6th semester of medical coursework as part of a psychosomatic course, in the 8th semester during a psychiatry course and in the 9th semester during a weekly psychiatry clerkship.
Data from the intervention group ( = 35) and control group ( = 14) were analyzed, with 65.7% of students participating in all three parts of the curriculum. Overall interest in learning MI was high, with = 2.92 ( = 1.00). The results indicate a greater increase in knowledge over time in the intervention group. The majority (62.86%) stated that the curriculum was relevant to their future career. Free-form text responses indicated a high level of satisfaction with practical relevance.
This study demonstrates the usefulness of an MI curriculum for medical students. The integration of MI into medical curricula is a promising curricular addition to improve doctor-patient communication. Future research should address patient perceptions of MI competencies and the persistence of acquired competencies.
在临床实践中，慢性病患者实施行为改变存在困难是常见现象。动机性访谈（MI）有助于临床医生支持患者克服矛盾心理，同时保持自我决定权。在德国医学培训课程中纳入MI的情况仍然很少。此外，系统教授MI的效果，尤其是通过混合式学习的效果，几乎未得到研究。
医学生参加了与MI相关的三个课程活动，包括教学视频以及混合式学习形式的理论和实践部分。本研究的目的是调查在医学生医学教育中教授MI的效果。对干预组和对照组进行了一项非随机对照研究。两组都完成了关于他们与MI相关的经验和知识的问卷，完成了知识测试并对课程满意度进行了评分。MI在医学课程的第六学期作为身心医学课程的一部分进行教授，在第八学期的精神病学课程中教授，在第九学期的每周精神病学实习中教授。
分析了干预组（n = 35）和对照组（n = 14）的数据，65.7%的学生参与了课程的所有三个部分。对学习MI的总体兴趣较高，平均分为2.92（标准差 = 1.00）。结果表明，随着时间的推移，干预组的知识增长幅度更大。大多数人（62.86%）表示该课程与他们未来的职业相关。自由文本回复表明对实际相关性的满意度很高。
本研究证明了MI课程对医学生的有用性。将MI纳入医学课程是一项有前景的课程补充，有助于改善医患沟通。未来的研究应关注患者对MI能力的看法以及所获得能力的持续性。
