Effectiveness of teaching motivational interview technique to third professional year medical students to improve counseling skills – An interventional study
Background: Effective patient–provider communication was recognized as essential to providing high-quality medical care. In medical practice, motivational interviewing (MI) is a vital communication method. By assisting patients in exploring and resolving ambivalence and resistance to change, this di...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Wolters Kluwer Medknow Publications
2025-01-01
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| Series: | MRIMS Journal of Health Sciences |
| Subjects: | |
| Online Access: | https://journals.lww.com/10.4103/mjhs.mjhs_75_23 |
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| Summary: | Background:
Effective patient–provider communication was recognized as essential to providing high-quality medical care. In medical practice, motivational interviewing (MI) is a vital communication method. By assisting patients in exploring and resolving ambivalence and resistance to change, this directive the patient-centered counseling approach seeks to elicit behavior change. Health behavior change counseling skills were taught as a learning objective in medical curricula worldwide. However, in many medical colleges, this area of health-care education was frequently unstructured and informal.
Objective:
This study aimed to find out if teaching medical students how to conduct motivational interviews helped them feel more confident about their ability to advise patients on changing their health-related behaviors, such as their breastfeeding habits in the present study.
Methodology:
All 200 third-year medical students of a medical college participated in MI sessions for health behavior change. Antenatal and postnatal mothers completed a pre- and posttest questionnaire before and after being educated by trained medical students; later, the students completed a perception questionnaire regarding their confidence. Data were analyzed using SPSS version 17, and student perceptions were presented as percentages.
Results:
The mean score (knowledge) of posttests (12.53) is higher than the mean score of pretests (9.23) which is statistically significant (P = 0.000). There was a role of health education for behavioral change in improving mothers’ knowledge regarding breastfeeding, (antenatal and postnatal).
Conclusion:
The results of the present study demonstrated that teaching MI methods to third-year medical students could increase student confidence in giving patients advice about changing their health-related behaviors. |
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| ISSN: | 2321-7006 2321-7294 |