Abstract:
:Problem: Although motivational interviewing is an effective patient-centered counseling method that healthcare providers can adopt to promote positive behavior change among patients, motivational interviewing is not routinely taught in medical schools. Intervention: A 3.5-hour motivational interviewing workshop was delivered to second year students at a Canadian medical school. Students were first introduced to the concept of motivational interviewing, and then given an opportunity to apply this knowledge in smaller seminar groups to increase their competency within the context of lifestyle behaviors. Context: Using the Theory of Planned Behavior, this study sought to evaluate the impact of the workshop on medical students' motivational interviewing knowledge and social cognitions. Questionnaires were distributed to students pre- and immediately post-workshop to gather student demographics, previous motivational interviewing experience, current motivational interviewing knowledge and Theory of Planned Behavior social cognitions for using motivational interviewing. Repeated-measures ANOVAs assessed changes in motivational interviewing knowledge and social cognitions. During the workshop, a process evaluation assessing fidelity to and quality of motivational interviewing instruction was conducted. Outcome: The process evaluation indicated high fidelity and high quality of delivery of the workshop by all facilitators. Students (N = 27; Mage = 24 ± 2 years) reported significant increases in motivational interviewing knowledge from pre- to post-workshop (p = 0.001). Although not significant, small-to-moderate effect sizes in changes in social cognitions were reported from pre- to post-workshop. Lesson Learned: Medical students hold motivational interviewing in a high regard, as evidenced by the relatively high social cognitions observed prior to the commencement of the workshop. We learned that while a shorter, workshop-style approach is successful in increasing motivational interviewing knowledge, future workshops should allocate more time to skill acquisition to ensure proficiency in clinical use. Practice PointsMotivational interviewing (MI), an effective patient-centred counseling method that promotes positive patient behavior change, is not routinely taught in medical schools.The theory-based evaluation of the implementation and impact of an MI workshop for second year medical students revealed high quality of delivery and significant improvements in self-reported MI knowledge.While the workshop was implemented as intended and based on the Theory of Planned Behavior, no significant changes in students' social cognitions for using MI with future patients was seen from pre- to post-workshop.The fulsome workshop description and suggestions for future workshop modifications may be adopted by others interested in incorporating MI-specific training into the medical school curriculum.
journal_name
Teach Learn Medjournal_title
Teaching and learning in medicineauthors
D'Urzo KA,Flood SM,Baillie C,Skelding S,Dobrowolski S,Houlden RL,Tomasone JRdoi
10.1080/10401334.2019.1681273subject
Has Abstractpub_date
2020-04-01 00:00:00pages
218-230issue
2eissn
1040-1334issn
1532-8015journal_volume
32pub_type
杂志文章abstract:PURPOSE:Current training in the United States for pelvic speculum examinations (PSEs) has a primary focus on the physician-centered goal of visualizing the cervix but may not inform practitioners of potential iatrogenic effects. Such oversight leaves trainees unprepared and unskilled in preventing and addressing advers...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2013.827969
更新日期:2013-01-01 00:00:00
abstract::Phenomenon: Despite a high degree of interest in research among matriculating M.D. students, very few apply to combined M.D.-Ph.D. training programs. Even fewer of those applicants are female, leading to a gender disparity among M.D.-Ph.D. trainees. We used a qualitative approach to understand why students choose not ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2019.1598414
更新日期:2020-01-01 00:00:00
abstract:BACKGROUND:Studies have shown that medical student attitudes decline as students progress through school. Controversy persists about the meaning and generalizability of these findings because studies have not been longitudinal and many were conducted prior to an influx of female students. Much of medical education occu...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm0904_2
更新日期:1997-01-01 00:00:00
abstract:ISSUE:Healthcare costs have spiraled out of control, yet students and residents may lack the knowledge and skills to provide high value care, which emphasizes the best possible care while reducing unnecessary costs. EVIDENCE:Mainly national campaigns are aimed at physicians to reconsider their test ordering behaviors,...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2015.1077132
更新日期:2016-01-01 00:00:00
abstract:BACKGROUND:Some medical schools have replaced all student practice peer physical examinations in the curriculum with examinations of standardized patients (SPs). PURPOSE:To assess attitudes of medical students toward practicing physical examinations with classmates, including genital, rectal, or female breast componen...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1704_5
更新日期:2005-10-01 00:00:00
abstract::Work-based assessment (WBA) is the assessment of trainees and physicians across the educational continuum of day-to-day competencies and practices in authentic, clinical environments. What distinguishes WBA from other assessment modalities is that it enables the evaluation of performance in context. In this perspectiv...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章,评审
doi:10.1080/10401334.2013.842912
更新日期:2013-01-01 00:00:00
abstract::Phenomenon: An increasing number of refugees in recent years has led to changes in healthcare delivery. Historically, health care providers did not receive systematic and longitudinal training in refugee health. There is increasing interest among educators in developing educational opportunities for medical students t...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2020.1779071
更新日期:2020-10-01 00:00:00
abstract:BACKGROUND:Aiming to inform curriculum changes in medical school, we developed, administered, and validated a 31-question survey to measure the learning environment as perceived by medical students. DESCRIPTION:We administered the survey annually in 4 medical school classes in a Southeastern medical school from May 19...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1204_7
更新日期:2000-10-01 00:00:00
abstract:BACKGROUND:Although the literary arts initiated the movement to include the humanities in medical education, little is known about the incorporation of other art forms. PURPOSE:A study was designed to determine the variety of arts-related activities in U.S. medical schools. METHODS:Questionnaires were mailed twice to...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1404_11
更新日期:2002-10-01 00:00:00
abstract::Construct: The McMaster Modular Assessment Program (McMAP) is a programmatic workplace-based assessment (WBA) system that provides emergency medicine trainees with competency judgments through frequent task-specific and global daily assessments. Background: The longevity of McMAP relative to other programmatic WBA sys...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2019.1574581
更新日期:2019-08-01 00:00:00
abstract:PROBLEM:Mindfulness training includes mindfulness meditation, which has been shown to improve both attention and self-awareness. Medical providers in the intensive care unit often deal with difficult situations with strong emotions, life-and-death decisions, and both interpersonal and interprofessional conflicts. The e...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2018.1462186
更新日期:2018-10-01 00:00:00
abstract:BACKGROUND:Provision of adequate opportunities for faculty to receive training in teaching skills requires persons with faculty development expertise to provide this training. PURPOSE:In this study, we examined outcomes of a teaching scholars program (TSP) aimed at promoting leaders in faculty development in teaching ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1703_8
更新日期:2005-07-01 00:00:00
abstract:BACKGROUND:The timing and methods of teaching clinical skills are some of the main concerns of medical education. PURPOSE:The aim of this study was to compare clinical skills of the 3rd and 6th-year students who acquired clinical skills training within different years and methods. METHODS:Randomly chosen students wer...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1701_5
更新日期:2005-01-01 00:00:00
abstract::Phenomenon: Given the growing number of medical science educators, an examination of institutions' promotion criteria related to educational excellence and scholarship is timely. This study investigates the extent to which medical schools' promotion criteria align with published standards for documenting and evaluatin...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2019.1686983
更新日期:2020-04-01 00:00:00
abstract:BACKGROUND:The practice of medicine has changed dramatically over the last 3 decades. Medical education has struggled to keep up with these changes, with only limited success. The 4th year of medical school offers a tremendous opportunity for curricular innovation, but little change has occurred in the past 30 years. ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1503_07
更新日期:2003-07-01 00:00:00
abstract:BACKGROUND:A well-known phenomenon among U.S. medical students known as pimping, or the pedagogical device of questioning students in the clinical setting, receives virtually no attention in medical literature. PURPOSE:Identifying 4th-year medical students' relevant knowledge and attitudes about pimping may help educa...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1702_14
更新日期:2005-04-01 00:00:00
abstract:BACKGROUND:Geriatric clinical clerkships in Israel teach mostly about the hospitalized elder patient with almost no ambulatory experience. Meanwhile, primary care physicians provide most of the health care to the elderly in the community. This article describes an innovation in the curriculum of the 5th-year family med...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1502_09
更新日期:2003-04-01 00:00:00
abstract:BACKGROUND:Despite the health consequences of incarceration, there are no national standards for teaching physicians about correctional health. The purpose of this study was to survey existing correctional health training programs for primary care physicians. SUMMARY:Programs were identified through literature and Web...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2012.641492
更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:Concept maps can assist learning by integrating new information with existing cognitive structure to facilitate meaningful understanding. The benefits of testable concept maps to illustrate cause-and-effect sequences in the pathogenesis of disease have not yet been determined. PURPOSE:A controlled trial was...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2011.561700
更新日期:2011-04-01 00:00:00
abstract:BACKGROUND:Accreditation and Institute of Medicine mandates require retooling of graduate medical education curriculum and assessment processes. This Objective Structured Clinical Exam (OSCE) focused on patient safety-specific skills important to stakeholders from multiple institutions. PURPOSES:A 10-station OSCE was ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401330802573837
更新日期:2009-01-01 00:00:00
abstract:THEORY:Empathy has a potentially complicated relationship with dealing with death and dying. Having clinical empathy can improve interactions with dying, but educational interventions aimed at fostering empathy may cause medical students to connect emotionally with dying patients and behave unprofessionally out of self...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2020.1794881
更新日期:2020-08-11 00:00:00
abstract:BACKGROUND:Multiple variables affect medical specialty choice, including temperament, sociodemographic factors, and personal experiences. Many studies address specific variables for specific specialties, but few assess the relative impact of each factor. PURPOSE:To identify the relative influence of temperament in cho...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1602_6
更新日期:2004-04-01 00:00:00
abstract::Phenomenon: This scoping literature review summarizes current Canadian health science education and training aimed to lessen health gaps between Aboriginal and non-Aboriginal peoples. APPROACH:Keyword searches of peer-reviewed and gray literature databases, websites, and resources recommended by local Aboriginal comm...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章,评审
doi:10.1080/10401334.2016.1234960
更新日期:2017-04-01 00:00:00
abstract:UNLABELLED:PHENOMENON: Medical students receive much of their inpatient teaching from residents who now experience restructured teaching services to accommodate the 2011 duty-hour regulations (DHR). The effect of DHR on medical student educational experiences is unknown. We examined medical students' and clerkship dire...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2014.979187
更新日期:2015-01-01 00:00:00
abstract:BACKGROUND:Domestic violence (DV) is prevalent but often unrecognized, and it is a challenge to teach. This article presents an evidence-based DV education program for medical residents and incorporates it into a women's medicine curriculum. DESCRIPTION:An initial 3-hr seminar included video and case discussion, liter...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1504_09
更新日期:2003-10-01 00:00:00
abstract:BACKGROUND:Although medical school typically lasts 4 years, little attention has been devoted to the structure of the educational experience that takes place during the final year of medical school. SUMMARY:In this perspectives paper, we outline goals for the 4th year of medical school to facilitate a transition from ...
journal_title:Teaching and learning in medicine
pub_type: 社论
doi:10.1080/10401334.2014.945027
更新日期:2014-01-01 00:00:00
abstract:BACKGROUND:The Systems-Based Practice competency expanded the scope of graduate medical education. Innovative approaches are needed to teach this material. PURPOSE:We have designed and implemented a rotation in Systems-Based Practice focused on the interrelationships of patient care, clinical revenue, and the physicia...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401330701332201
更新日期:2007-04-01 00:00:00
abstract:BACKGROUND:The importance of training physicians and other health care professionals in first aid and basic life support (BLS) is now widely recognized. The Faculty of Medicine and Health Sciences of the United Arab Emirates University have been offering formal training in these skills to 1st-year medical students sinc...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1304_05
更新日期:2001-10-01 00:00:00
abstract:BACKGROUND:Team-based learning (TBL) has been studied in several preclinical settings, but there is less evidence for its effectiveness in clinical curricula. PURPOSE:We compared the impact of TBL versus usual small group lecture (SGL) on knowledge objectives in a clinical clerkship. METHODS:We used an unblinded cros...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章,随机对照试验
doi:10.1080/10401334.2011.536888
更新日期:2011-01-01 00:00:00
abstract:BACKGROUND:Limited studies have examined the factors associated with the implementation of team-based learning (TBL). PURPOSE:The purpose of this study was to identify faculty reactions (successes and challenges) associated with the implementation of a modified TBL in undergraduate anatomy teaching. METHOD:To obtain ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2013.797343
更新日期:2013-01-01 00:00:00