Pharmacy Practice Faculty Publications
Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes.
Document Type
Article
Publication Date
8-1-2017
Journal Title
American Journal of Pharmaceutical Education
ISSN
1553-6467
Volume
81
Issue
6
First Page
107
Last Page
107
DOI
10.5688/ajpe816107
PubMed ID
28970608
Abstract
Objective. To determine the impact of student or faculty facilitation on student self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills; actual competence; and evaluation of facilitator performance.
Methods. Second-year pharmacy (P2) students were randomly assigned to a student or faculty facilitator for a four-hour, small-group practice of MI skills. MI skills were assessed in a simulated patient encounter with the mMITI (modified Motivational Interviewing Treatment Integrity) tool. Students completed a pre-post, 6-point, Likert-type assessment addressing the research objectives. Differences were assessed using a Mann-Whitney U test.
Results. Student (N=44) post-test attitudes, confidence, perceived or actual competence, and evaluations of facilitator performance were not different for faculty- and student-facilitated groups.
Conclusion. Using pharmacy students as small-group facilitators did not affect student performance and were viewed as equally favorable. Using pharmacy students as facilitators can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice.
Keywords
Communication, education, pharmacy, faculty, humans, mentoring, motivational interviewing, random allocation, students
Recommended Citation
Widder-Prewett, Rebecca; Draime, Juanita A.; Cameron, Ginger; Anderson, Douglas; Pinkerton, Mark; and Chen, Aleda, "Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes." (2017). Pharmacy Practice Faculty Publications. 366.
https://digitalcommons.cedarville.edu/pharmacy_practice_publications/366