Virtual Synchronous Motivational Interviewing Training for Geographically Dispersed Interprofessional Learners
Jennifer L Bryan1, LaDonna C Saxon, Marie M Mesidor
1Dr. Bryan: Investigator, VA South Central Mental Illness Research, Education and Clinical Center (MIRECC), Houston, TX; Investigator, VA HSR&D Center for Innovations in Quality, Effectiveness and Safety, Michael E. DeBakey VA Medical Center, Houston, TX; and Assistant Professor, Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, TX. Dr. Saxon: Licensed Psychologist & Health Behavior Coordinator, VA North Texas Health Care System, Dallas, TX; and Assistant Professor, Department of Psychiatry, the University of Texas Southwestern Medical Center, Dallas, TX. Dr. Mesidor: Clinical Psychologist, Health Behavior Coordinator, Central Arkansas Veterans Healthcare System, Mental Health Service, Little Rock, AR. Dr. Asghar-Ali: Associate Director of Education, VA South Central Mental Illness Research, Education and Clinical Center (MIRECC), Houston, TX; Investigator, VA HSR&D Center for Innovations in Quality, Effectiveness and Safety, Michael E. DeBakey VA Medical Center, Houston, TX; and Associate Professor, Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, TX.
A 2-day virtual training effectively taught clinicians motivational interviewing (MI) skills. This accessible format removed barriers, enabling participants to apply MI in practice and improve patient behavior change.
Area of Science:
- Behavioral health
- Health services research
- Medical education
Background:
- Preventable factors contribute significantly to premature deaths.
- Motivational Interviewing (MI) is crucial for behavior change.
- Clinician training in MI faces barriers like time, cost, and travel.
Purpose of the Study:
- To evaluate a 2-day virtual MI training program.
- To assess the impact of virtual training on clinician knowledge, skills, and practice application.
Main Methods:
- Thirty interprofessional clinicians participated in a 2-day virtual MI training.
- Evaluations were conducted immediately post-training and at a 3-month follow-up.
Main Results:
- Participants reported significant learning and high satisfaction with the virtual training.
- Clinicians successfully applied MI skills in practice post-training.
- Ease of use and accessibility of the virtual platform were highlighted.
Conclusions:
- Virtual MI training is effective and accessible, overcoming traditional barriers.
- This training model enhances opportunities for skill development, especially in rural settings.
- Further support, like additional resources, is desired by clinicians.
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