Motivational Interviewing Training Research Articles

Counsellors' verbal behaviours and skills that elicit participants' change or sustain talk in virtual motivational interviewing for physical activity among older adults.

Exploring the influence of counsellors' verbal behaviours on participants' utterances in virtual motivational interviewing (MI) could broaden our understanding of how MI works. This study aims to determine counsellors' behaviours that are more or less likely than chance to elicit participants' change talk and sustain talk during a virtual MI intervention to promote physical activity among older adults. A sequential analysis was used to examine the transitional probability between the counsellors' and participants' behaviours. Thirty-five MI sessions were analysed from the virtual motivational interviewing (VIMINT) trial. MI-consistent behaviours (MICO) were significantly more likely than chance to be followed by change talk, sustain talk and follow/neutral talk. MI-inconsistent behaviours (MIIN) were more likely than chance to be followed by change talk, and 'other' counsellors' behaviours were more likely than chance to be followed by change talk and follow/neutral talk. In conclusion, all three types of counsellors' behaviours elicited change talk. This study re-emphasizes the link between MICO, change and sustain talk. The influence of MIIN and 'other' behaviours on change talk needs to be explored further. This study has implications for MI training and the need for counsellors to continuously develop skills or behaviours consistent with MI principles.

Improving patient-centred counselling skills among lay healthcare workers in South Africa using the Thusa-Thuso motivational interviewing training and support program.

We developed a motivational interviewing (MI) counselling training and support program for lay counsellors in South Africa-branded "Thusa-Thuso-helping you help", commonly referred to as Thusa-Thuso. We present the results of a pilot study to determine the program's impact on MI technical skills and qualitatively assess the feasibility of a training-of-trainers (TOT) scale-up strategy among counselling staff of non-governmental (NGO) support partners of the human immunodeficiency virus (HIV) treatment program in South Africa. We enrolled adult (≥ 18 years) lay counsellors from ten primary healthcare clinics in Johannesburg (South Africa) selected to participate in the Thusa-Thuso training and support program. Counsellors attended the ten-day baseline and quarterly refresher training over 12 months (October 2018-October 2019). Each counsellor submitted two audio recordings of mock counselling sessions held during the ten-day baseline training and two additional recordings of sessions with consenting patients after each quarterly contact session. We reviewed the recordings using the MI treatment integrity (MITI) coding system to determine MI technical (cultivating change talk and softening sustain talk) and relational (empathy and partnership) competency scores before and after training. After 12 months of support with pilot site counsellors, we were asked to scale up the training to NGO partner team trainers in a once-off five-day Training of trainers (TOT) format (n = 127 trainees from November 2020 to January 2021). We report TOT training experiences from focus group discussions (n = 42) conducted six months after the TOT sessions. Of the 25 enrolled lay counsellors from participating facilities, 10 completed the 12-month Thusa-Thuso program. Attrition over the 12 months was caused by death (n = 3), site exclusion/resignations (n = 10), and absence (n = 2). MI competencies improved as follows: the technical skills score increased from a mean of 2.5 (standard deviation (SD): 0.8) to 3.1 (SD: 0.5), with a mean difference of 0.6 (95% confidence interval (CI): 0.04, 0.9). The MI relational skills score improved from a mean of 3.20 (SD: 0.7) to 3.5 (SD: 0.6), with a mean difference of 0.3 (95% CI: -0.3, 8.5). End-point qualitative data from the counsellors highlighted the value of identifying and addressing specific skill deficiencies and the importance of counsellors being able to self-monitor skill development using the MITI review process. Participants appreciated the ongoing support to clarify practical MI applications. The TOT program tools were valuable for ongoing on-the-job development and monitoring of quality counselling skills. However, the MITI review process was perceived to be too involved for large-scale application and was adapted into a scoring form to document sit-in mentoring sessions. The Thusa-Thuso MI intervention can improve counsellor motivation and skills over time. In addition, the program can be scaled up using an adapted TOT process supplemented with fidelity assessment tools, which are valuable for skills development and ongoing maintenance. However, further studies are needed to determine the effect of the Thusa-Thuso program on patient ART adherence and retention in care. Trial registration: Pan African Clinical Trials Registry No: PACTR202212796722256 (12 December 2022).

Implementation of an Innovative Learning Experience to Address Vaccine Hesitancy.

The COVID-19 pandemic and subsequent vaccine hesitancy highlighted the need for additional learning experiences for nursing students to address person-centered care and communication. This project aimed to employ a three-step service-learning experience consisting of town hall meetings, motivational interviewing training, and rural health fairs to address vaccine hesitancy in communities surrounding the college. Evaluation of the project revealed satisfaction and increased confidence among participating nursing students.

Motivational interviewing skills practice enhanced with artificial intelligence: ReadMI

BackgroundFinding time in the medical curriculum to focus on motivational interviewing (MI) training is a challenge in many medical schools. We developed a software-based training tool, “Real-time Assessment of Dialogue in Motivational Interviewing” (ReadMI), that aims to advance the skill acquisition of medical students as they learn the MI approach. This human-artificial intelligence teaming may help reduce the cognitive load on a training facilitator.MethodsDuring their Family Medicine clerkship, 125 third-year medical students were scheduled in pairs to participate in a 90-minute MI training session, with each student doing two role-plays as the physician. Intervention group students received both facilitator feedback and ReadMI metrics after their first role-play, while control group students received only facilitator feedback.ResultsWhile students in both conditions improved their MI approach from the first to the second role-play, those in the intervention condition used significantly more open-ended questions, fewer closed-ended questions, and had a higher ratio of open to closed questions.ConclusionMI skills practice can be gained with a relatively small investment of student time, and artificial intelligence can be utilized both for the measurement of MI skill acquisition and as an instructional aid.

A roadmap beyond dispensing for educating and training community pharmacists on key mental health competencies: A mixed-methods national study

BackgroundIncluding pharmacists in collaborative mental healthcare models has yielded positive results. Establishing processes to enhance pharmacists' mental health care capabilities is crucial for addressing the increasing burden and improving access to mental health services. ObjectivesThis study evaluated community pharmacists' mental health competencies and analyzed associated factors using a rigorous international framework. Additionally, it sought to identify pharmacists' training needs and support requirements as the first stop in creating a roadmap for enhancing mental healthcare through community pharmacies. MethodsA large-scale national study employing a mixed-methods approach was conducted with community pharmacists in United Arab Emirates. Semi-structured individual interviews and a cross-sectional survey were conducted. Pharmacists' core competencies were assessed using the Core Mental Health Competencies Framework for all Pharmacy Professionals. Generalized linear models were utilized to identify predictors of pharmacists' competency levels. Thematic analysis was used to analyze qualitative data. ResultsIn total 650 community pharmacists completed the survey (93.7% response rate). Eight pharmacists participated in semi-structured interviews. Nearly two-thirds (63.7%) received general communication skills training, while training in motivational interviewing (44.7%), shared decision-making (37.2%), and mental illness stereotyping/stigma (23.9%) were less common. Pharmacists reported lower perceived competence in their relationship with multidisciplinary teams (M = 3.02, SD = 0.89), stigma recognition (M = 3.02, SD = 1.04), and identifying mental health crises and aiding in the person's safety (M = 3.01, SD = 1.05). Poor communication skills (p < 0.001) and working in pharmacies that do not stock psychotropic medications (p = 0.023) were associated with lower perceived competence. Qualitative analysis identified training needs in various domains, including attitudes, values, and beliefs about mental health; relationships with multidisciplinary teams; communication skills; pharmaceutical knowledge; and personal and service development. ConclusionsMental health-related training is needed for community pharmacists. Addressing these needs through an intentional roadmap approach will enable pharmacists to better engage with patients with mental illness and increase access to care.

Implementation Model for Motivational Interviewing Training in a Community College Human Services Program

Motivational interviewing (MI) is an evidence-supported style of communication used across many fields of human services, including addiction treatment, social work, healthcare, education, and criminal justice. MI can be utilized by a variety of human service professionals and requires no special licensure or educational degree. In 2016, our Human Services program at LaGuardia Community College, CUNY began to implement MI training as a core part of our curriculum to provide students with this micro-credential to increase their career readiness. This paper outlines our ongoing approach for implementing MI in a community college human services program, including the training model we used for preparing faculty and staff to implement this approach, as well as some reflections from graduates.

Exploring Women’s Education and Employment Opportunities in India, Syria, and the Philippines

The implementation of the United Nations’ Sustainable Development Goals in 2015 marked a new chapter in global development and laid the foundations for addressing inequalities that hinder holistic progress. However, gender gaps pose a significant threat to achieving these goals. Project DREAM (Developing Resilience, Education, Aspiration, and Motivation) sought to explore women’s sense of aspiration, achievement, and lived experience in India, Syria, and the Philippines, as well as develop pilot interventions to address gender disparities. Semi-structured interviews with 69 young women from India, Syria, and the Philippines informed the development of three interventions, namely an aspiration and job skills workshop series in the Philippines, Motivational Interviewing training in Syria and the Philippines, and a social media presence and launch event worldwide. This paper presents the findings of this international project, identifying four key parallels underpinning women’s lived experience: poverty, incomplete education, tradition, and patriarchy. Pre-existing gender inequalities, aggravated by the widespread health, economic, and social disruption caused by the COVID-19 pandemic, must be urgently addressed to ensure that no one is left behind on the road to achieving the Sustainable Development Goals by 2030.

Study of the teaching efficiency of a long training in motivational interviewing by analysis of interviews in real condition

Contexte. Le diplôme universitaire (DU) « Pratique de l’entretien motivationnel (EM) » de la faculté de médecine de Montpellier-Nîmes propose un enseignement de l’EM dit « long » s’étalant sur six mois (81 heures). Objectif. Une formation longue de ce type permet-elle aux étudiants d’acquérir des compétences en entretien motivationnel dans leur pratique réelle ? Méthodes. Une étude comparative observationnelle sur des entretiens réalisés en conditions réelles a été réalisée sur environ un tiers des participants au DU. Des entretiens en début de DU ont ainsi été comparés à des entretiens en fin de cursus. Le critère de jugement principal était composé des quatre scores globaux de la grille MITI 4.2. Les entretiens étaient retranscrits, randomisés puis codés en aveugle par un binôme de codeurs formés à son utilisation. Résultats. Le score « Cultiver le discours changement » a augmenté de façon significative (p &lt; 0,05), passant d’une médiane de 3/5 en début de DU à 4/5 en fin de DU. Les scores « Modérer le discours maintien », « Partenariat » et « Empathie » ont également augmenté, sans atteindre le seuil de significativité. Conclusion. Au terme du DU, les participants à l’étude ont amélioré leur pratique de l’EM en situation réelle. Ce travail encourage le développement de formations longues en France, intégrant une pratique intensive et des temps de supervision. Leur évaluation conjointe fondée sur une grille d’analyse reconnue internationalement permet d’attester leur efficacité.

Motivational Interviewing Training for Pediatricians Counseling Caregivers about Secondhand Smoke.

Motivational Interviewing Training for Pediatricians Counseling Caregivers about Secondhand Smoke.

Dental professionals’ views on motivational interviewing for the prevention of dental caries with adolescents in central Norway

BackgroundEstablishing positive oral health behaviours during adolescence should be a key priority to improve lifelong oral health. However, changing adolescent behaviours is known to be a challenge. Motivational interviewing (MI) is a method of working with patients to activate their motivation for change and has shown promising results within the dental setting. Yet, little is known about the actual experiences and perspectives of Norwegian dental health professionals in delivering motivational interviewing as part of routine care to their young patients. The overall aim of the present study was to explore the implementation of motivational interviewing by dentists and dental hygienists, employed by the Norwegian Public Dental Service, for their adolescent patients.MethodsAs part of the larger #Care4YoungTeeth <3 project, a Norwegian Research Council funded four-year Collaborative Project to Meet Societal and Industry-related Challenges, an online survey was developed and administered to dental personnel (n = 168) in one region of Central Norway. Data were analysed by descriptive statistics and two-sample tests of proportions at the 95% confidence level.ResultsA total of 98 dental personnel responded to the survey (response rate 58.3%), of which 37 were dental hygienists (response rate 72.5%) and 61 were dentists (response rate 52.1%). A greater proportion of hygienists reported implementing this intervention compared to dentists (78.4% versus 50.8%; p = 0.007). Similarly, a greater proportion of hygienists (83.8%) stated that they had received training in MI compared to dentists (65.6%; p = 0.051). About 80% of dentists and 90% of dental hygienists felt that they understood the principles of MI. However, only about 45% and 60%, respectively, felt confident in its use. Dental hygienists found MI more usable in their work (p = 0.052), to a greater extent want to use MI (p = 0.002) and found that using MI works well (p < 0.001), as compared to dentists.ConclusionsA high proportion of dental professionals working within a Norwegian public dental service have received training in MI. However, barriers to implementation for adolescent patients and differences in practice between dentists and hygienists warrant further enquiry.

Optimizing Education to Improve COVID-19 Vaccination Rates in a Federally Qualified Health Center.

COVID-19 vaccination hesitancy is prevalent in underserved communities, and family medicine clinics can combat hesitancy with vaccine education. However, due to general misinformation, physicians hesitate to educate patients because doing so can create conflict. A series of resident-run, team-based quality improvement projects were conducted at a federally qualified health center every 4 months between June 2021 and May 2022. First, staff documentation of vaccine status was addressed. Second, physician and staff education about COVID-19 vaccines was completed along with motivational interview training to avoid conflict with patients. Third, patient COVID-19 vaccine education was addressed. After Cycle 1, COVID-19 vaccine documentation status increased the number of patients who completed the vaccination series from 1% to 22%. Cycle 2 showed an increase in COVID-19 vaccination rate after health care team education. This reflected an increase from 35% to 76% of residents reporting that they discussed COVID-19 vaccines with unvaccinated patients after the intervention. Cycle 3 fought vaccine misinformation by educating patients. Most patients heard information about COVID-19 vaccines from friends and family (95%), social media (90%), and the news (80%). Physician confidence in providing COVID-19 vaccine education to patients increased from 2.8 (< somewhat confident) to 4.3 (moderately confident) out of 5 over 3 plan-do-study-act cycles. Vaccination rates were tracked alongside physician surveys regarding the experience of offering the vaccine to patients. Vaccination rates steadily increased over time, and physicians became more confident in COVID-19 vaccine discussions with patients. Primary care physicians are needed to approach public health concerns, such as vaccination completion, but ongoing education is also needed to promote confidence in health care pathways.

Motivational Interviewing Education in North American Family Medicine Clerkships: A CERA Study.

Many health conditions are preventable or modifiable through behavioral changes. Motivational interviewing (MI) is an evidence-based communication technique that explores a patient's reasons for behavioral changes. This study assesses the current landscape of MI training in North American Family Medicine (FM) clerkships. We analyzed data gathered as part of the 2022 Council of Academic Family Medicine's Educational Research Alliance (CERA) survey of FM clerkship directors (CDs). The survey was distributed via email invitation to 159 US and Canadian FM CDs in June 2022. Of the 94 responses received, 61% indicated that MI training is provided in their FM clerkship. Medical school type, class size, and location were associated with MI training priority, offerings, and duration in the clerkship, respectively. CD experience correlated with MI training duration; student MI skill training level was associated with MI training duration and priority; the rigor of student MI skills evaluation was correlated with MI teaching methods and training duration; self-reported student MI competency was associated with the length of time students spent with FM community preceptors as well as MI training priority and teaching methods; and several items emerged as predictors of student, CD, and FM faculty MI training expansion. Opportunities exist to enhance the volume, content, and rigor of MI training in North American FM clerkships as well as to improve self-reported student MI competency within those clerkships.

Rehabilitation Coordinators' Experiences of Group Supervision and Training in Motivational Interviewing: A Qualitative Study in Primary Health Care.

The goals of this study were to describe how rehabilitation coordinators experienced regular group supervision and training in motivational interviewing and to evaluate whether the supervision and training influenced their self-efficacy in using the communication style. Four sessions that included supervision and training in motivational interviewing were offered to primary health care rehabilitation coordinators in Sweden. Focus group interviews were performed with eight participants, and data were analyzed with thematic analysis. Group supervision and training seemed to increase self-efficacy in using motivational interviewing. Components that contributed to enhancing perceived self-efficacy included a safe group climate, collegial feedback, and time between sessions to reflect on and practice motivational interviewing skills. Submitting motivational interviewing dialogues to a coding lab for objective feedback can be challenging but also can increase self-efficacy. The dropout rate was high. Thus, in the future, the sessions should be modified to reach more professionals while retaining the components that participants said could enhance their self-efficacy. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].

The effectiveness of motivational interviewing on adherence to wearing orthopedic shoes in people with diabetes at low-to-high risk of foot ulceration: A multicenter cluster-randomized controlled trial

AimTo evaluate the effectiveness of motivational interviewing (MI) performed by MI-trained podiatrists in improving adherence to wearing orthopedic shoes in comparison to usual care in people with diabetes at low-to-high risk of ulceration. MethodsPeople with diabetes with loss of protective sensation and/or peripheral artery disease, and with orthopedic shoes prescription were allocated to receive one MI-consultation by a podiatrist randomized to MI training (n = 53) or usual care only (n = 68). Adherence was measured as the percentage of steps taken while wearing orthopedic shoes, determined using an insole temperature microsensor and wrist-worn activity tracker during one week at 3 and 6 months. ResultsThe proportion of participants ≥80 % adherent to wearing their orthopedic shoes was higher in the control group than in the MI-intervention group at 3 months (30.9 % versus 15.1 %; p = 0.044), and not significantly different at 6 months (22.1 % versus 13.2 %; p = 0.210). Average adherence was also higher in the control group than the intervention group at both 3 months (60.9 % versus 50.9 %; p = 0.029) and 6 months (59.9 % versus 49.5 %; p = 0.025). ConclusionsOne podiatrist-led MI-consultation in its current form did not result in higher adherence to wearing orthopedic shoes in people with diabetes 3 and 6 months after inclusion.Trial registration: Netherlands Trial Register NL7710 (available on the International Clinical Trials Registry Platform).

The state of motivational interviewing training in school counseling graduate programs

AbstractMotivational interviewing (MI) is a brief, evidence‐based counseling style that helps people make positive behavior changes. Scholars have advocated for MI's use by school counselors (SCs), and research lends evidence to MI's effectiveness in schools. However, there are little data focused on how SCs are trained to utilize MI. Researchers investigated MI training in school counseling graduate programs from the perspective of SCs and counselor educators (CEs). The article presents two qualitative studies that discussed the importance of MI training in graduate programs. Researchers identified six themes and discussed their implications for graduate programs.

Pilot Study of a Motivational Interviewing Training on Practitioners' Skill Set for Patient Centered Communication.

Increase practitioners' Motivational Interviewing (MI) skill set to develop intrinsic motivation and behavior change competencies. Pilot comparing intervention group with waitlist-control group. Health Plan in northeast of U.S. Training program including a 3day 19hour MI training intensive, 1.5hour follow-up skill-building trainings, and quality assurance review using an MI assessment tool paired with strengths-based mentoring. Cohort 1 (experimental group) received the intervention for 6-months and cohort 2 for 3months (control group). Practitioners' MI skill set was assessed pre- and post-intervention using Motivational Interviewing Competency Assessment (MICA). Practitioners' MI knowledge and attitudes were assessed pre- and post-training using adapted Motivational Interviewing Knowledge and Attitudes Test (MIKAT). Active learning and confidence questionnaires were administered post-training. A generalized linear mixed model with repeated measures to analyze difference in MICA growth rates; paired T-test for MIKAT pre/post training analysis. Descriptive statistics for active learning and confidence. MICA scores significantly improved for both cohorts (P < .0001). Practitioners had significant increase in knowledge and attitudes for MI (P < .001) and confidence in using MI (P < .01). High levels of active learning were observed (93-100%). With planning, adequate resources/support, and iterative processes for adjustment, practitioners can improve their MI skill set in a short period of time with modest investment of practitioner resources.

Implementing a workflow-integrated motivational interviewing training program for psychiatry trainees on an inpatient consultation-liaison rotation: lessons learned.

Effective consultation-liaison psychiatry (CLP) is proactive, collaborative, and requires providers to have proficiency with therapeutic skills beyond nosology and medication management. Motivational interviewing (MI) is an evidenced-based intervention that should be considered essential for CLP trainees to learn. Given that the demands of training and patient care are already experienced as stressful for many psychiatry trainees, the authors endeavored to create a MI training program that was integrated into trainees' normal CLP workflow. Twenty-two trainees on an inpatient CLP rotation participated in a six-week MI training program that was incorporated into their regular workflow. The program included didactic sessions with role-playing, as well as on-demand between-session coaching via an expert in MI. Trainee participation and perceptions of MI were measured via a questionnaire that was administered prior to each training session. Trainee participation in the didactic sessions was inconsistent. Questionnaire data revealed positive baseline perceptions of motivational interviewing and its usefulness in inpatient medical settings. Additionally, as trainees participated in the program, perceived knowledge of motivational interviewing as well as awareness of motivational issues among their patients increased. Finally, participation in program was not perceived as disruptive to daily workflow for the participants. This the first documented attempt at implementing a MI training program for CLP trainees that was integrated into their regular workflow. Preliminary data identified some encouraging trends, but also unexpected challenges. These lessons could inform how these types of training programs are implemented moving forward.

The role of motivational interviewing training in supporting the practice of COVID-19 contact tracers

PurposeTo explore how motivational interviewing (MI) training might benefit the practice of COVID-19 contact tracers.Design/methodology/approachFollowing co-production of a MI training package, with a United Kingdom (UK) track and trace organisation, training was delivered virtually to 101 volunteer participants involved in contact tracing. Data were captured via an online survey, incorporating questions from recognised measures of occupational self-efficacy and workplace wellbeing, prior to the training. Open data fields were used to gather feedback about participants' reasons for attending, and views about the training afterwards.FindingsAlthough the contact tracers reported high occupational self-efficacy and workplace wellbeing, both quantitative and qualitative data suggested participants saw practitioner value and utility in MI.Research limitations/implicationsThe sample was self-selecting and typically involved contact tracers from UK local authorities. The study did not measure impact on compliance with self-isolation guidance and/or providing details of contacts, and larger-scale research would be needed to establish this. This was not a pre-post-test evaluation study, and measures of occupational self-efficacy and workplace wellbeing were gathered to give insight into the sample and to test the feasibility of using this survey for a future large-scale study. The research was conducted during the height of the pandemic. While UK COVID-19 contact tracing services have since been reduced, there are potential implications for infection control more generally.Practical implicationsMI is potentially a useful approach for enhancing contact tracing practice. However, implementation factors should be carefully considered, to ensure effective and sustainable practice.Social implicationsImproved practice in contact tracing could have potential benefits in infection control, through improving compliance with central guidance, although this requires more widespread investigation.Originality/valueThis is the first empirical study to investigate how MI training could benefit COVID-19 contact tracing practice.

Training Male Sexual Abuse Survivors as Peer Leaders to Deliver Motivational Interviewing and Trauma-Informed Affirmative Care

ABSTRACT This paper provides a description and evaluation of training male sexual abuse survivors to deliver Motivational Interviewing (MI) and Motivational Interviewing with Trauma-Informed Affirmative Care (MI-AC) online to sexual and gender minority (SGM) men with sexual assault histories and depression. After a search and selection process, 26 men with lived experience of sexual abuse received MI training that included the use of role-playing, video demonstrations, and practice followed by weekly supervision while co-leading groups. Peer leaders completed several measures pre and post training, including beliefs about MI and self-reported learning of MI and satisfaction with the training. A sample of MI and MI-AC audio sessions were independently rated for adherence and competence. Peer leaders’ beliefs about MI changed over time, while self-rated skill level stayed consistent. Peer leaders demonstrated good adherence to the MI and MI-AC conditions. Results suggest that men with lived experience of sexual trauma effectively learned to deliver MI and/or MI-AC to SGM male survivors in online groups. These interventions have the potential to expand the reach of limited services for this population as well as reduce their depression and assist in SGM men with histories of sexual abuse entering into formal mental health services.

A survey of motivational interviewing training experiences among internal medicine residents

ObjectiveAssess resident physicians’ training experiences and self-reported application of motivational interviewing (MI) skills. MethodsA cross-sectional nationally representative survey of internal medicine and medicine/pediatric residents from October 2021 - May 2022. Residents reported their MI skill training settings: lectures, standardized patients, role plays, group exercises, direct observation of patient encounters, and a full day or more course. Respondents reported frequency of using specific MI skills in the prior six months during behavior change conversations with patients. ResultsThe response rate 71.2% (202/281). Respondents received MI training in medical school (67.7%), residency (27.2%), both (22.7%), or none (23.5%). Respondents reported MI training through formal lectures/information discussion (77.5%), MI exercises (77.5%), direct observation of a real patient encounter (38.7%), and one or more full-day workshops (8.5%). Most respondents never or only sometimes elicited change talk statements (73.2%), responded to a patient’s sustain talk (64.3%), and developed discrepancies in behavior between individuals’ current actions and desired behaviors (75%). ConclusionsSignificant training gaps exist within resident MI education, which may reduce the application of MI skills. Practical implicationsBehavior change is crucial to many aspects of patient health outcomes. This lack of knowledge may impact future physicians’ ability to comprehensively care for patients.