Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes.
American Journal of Pharmaceutical Education
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.
Communication, education, pharmacy, faculty, humans, mentoring, motivational interviewing, random allocation, students
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.