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Teaching motivational interviewing in a blended learning environment.

Michael A Biddle1, Rebecca M Hoover2

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Blended learning effectively teaches motivational interviewing (MI) skills to pharmacy students. Students retained the ability to formulate MI responses one year after the blended learning program.

Keywords:
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Area of Science:

  • Pharmacy Education
  • Communication Skills Training
  • Adult Learning Theory

Background:

  • Motivational interviewing (MI) is a crucial skill for pharmacists.
  • Traditional teaching methods may not fully equip students with MI proficiency.
  • Blended learning offers a flexible and effective approach to skill acquisition.

Purpose of the Study:

  • To describe the implementation of a blended learning program for teaching motivational interviewing (MI) to third-year pharmacy students.
  • To evaluate changes in MI knowledge and skills post-training and one year later.
  • To assess students' abilities in recognizing and formulating MI responses.

Main Methods:

  • Integration of the comMIt e-learning program into a pharmacy communication course.
  • Assessment via e-learning quizzes, in-class practice sessions, and video assessments.
  • Pre- and post-training surveys on MI skills, with a one-year follow-up survey.

Main Results:

  • Sixty students showed significant improvement in MI skills from pre- to post-surveys.
  • Twenty-seven students completed the one-year follow-up survey.
  • While overall scores declined, students maintained the ability to formulate appropriate MI responses.

Conclusions:

  • Blended learning, combining e-learning and practice, facilitates successful learning and retention of MI skills.
  • The comMIt program effectively equips pharmacy students with essential MI competencies.
  • Sustained ability to formulate MI responses suggests long-term skill retention.