Abstract details
| Abstract-ID: | 1477 |
| Title of the paper: | Synchronous virtual motivational interviewing and mentor training for Physical Medicine and Rehabilitation clinical educators |
| Authors: | Scales, R., Peters, C., Buckner-Petty, S.A., Ayoub, J., Ivy, C.C. |
| Institution: | Mayo Clinic |
| Department: | Cardiology |
| Country: | United States |
| Abstract text | Background: Motivational interviewing (MI) has gained empirical support as a method of communication to effectively counsel patients that are not ready to follow a healthful treatment plan, including rehabilitation after injury. Physical Medicine & Rehabilitation (PM&R) clinical educators are not typically trained to model effective communication with MI and code/mentor students during clinical rotations. Purpose: This investigation evaluated the effect of a brief synchronous virtual interactive workshop in MI and mentor training on self-perceived MI proficiency in PM&R academic faculty and clinical/field educators. Methods: A member of the MI Network of Trainers conducted the training with Qualtrics data collection and technical support from a research assistant. Zoom video sharing technology was used to deliver a 2-hour synchronous virtual workshop. Confidential pre-post surveys (0-10 Likert scale) evaluated self-perceived MI proficiency. Subjects received a brief didactic group presentation on MI content with two pre-recorded MI video demonstrations, trainer guided questions and discussion plus two 20-minute Zoom breakout group real/role playing exercises conducted in triads (speaker, listener, coder/mentor) to practice and mentor others in MI with the option of brief supervision from the MI trainer. Pre to post differences in survey responses were assessed with the Wilcoxon signed rank test. All analyses were conducted using R version 4.2. Results: Thirty-eight subjects (87% female; 68% Occupational Therapist/Assistant) with little to no prior MI training self-selected to participate in one of three workshops (groups=6-14 subjects). Pre-post survey scores were significantly improved (p<0.001) in self-perceived understanding of MI principles (pre vs post median=3.0 vs 8.5), MI proficiency (pre vs post median=2.0 vs 7.0), skillful listening (pre vs post median=7.0 vs 8.0) and ability to increase a patient’s motivation (pre vs post median=5.0 vs 7.0). A post training survey identified all subjects would recommend a MI workshop to colleagues and 92% were interested in using a multimedia product to learn MI. Conclusion: It appears feasible to adapt standard in-person group MI training methods to conduct a brief introduction to MI and mentor training by using video sharing technology. A rigorous evaluation of MI proficiency is needed for future research associated with virtual MI training in PM&R. |
| Topic: | Mentoring/Coaching |
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