Implementation and evaluation of motivational interviewing in a Doctor of Pharmacy curriculum

Abstract

Objectives To evaluate the implementation of motivational interviewing in the required Doctor of Pharmacy curriculum by assessing student knowledge of motivational interviewing, ability to use motivational interviewing skills, and perceptions regarding motivational interviewing. Methods Motivational interviewing was longitudinally incorporated into the curriculum at the University of Cincinnati James L. Winkle College of Pharmacy. Motivational interviewing was threaded through four courses in the curriculum during the first three years of pharmacy school. Results Student knowledge was assessed by administration of a quiz, and the ability to use motivational interviewing was assessed during a role-play simulation with a faculty preceptor. The average score on the quiz was 50%. Student performance on the role-play counseling that incorporated motivational interviewing techniques was evaluated on a 30-point scale. The mean score improved each year: 21.9 (± 4.4) in 2008, 24.4 (± 3.4) in 2009, and 25.8 (± 3.6) in 2010 (2008–09, p < 0.001; 2009–10, p = 0.011). Students in the 2009 cohort were asked to complete a survey that assessed their confidence and perceptions with regard to communication skills and motivational interviewing, in particular. Seventy percent of students were confident or very confident in their understanding of the key principles of motivational interviewing. Conclusion Incorporating motivational interviewing throughout the core curriculum of an entry level PharmD program provided opportunities for students to learn about motivational interviewing and practice this skill as their therapeutic knowledge grew. Formative assessment provided feedback to assist students in improving their health behavior change counseling.