Document Type
Article
Publication Date
3-5-2024
Identifier/URL
40936317 (Pure); 38443862 (PubMed); PMC10916112 (PubMedCentral)
Abstract
Background: Finding 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. Methods: During 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. Results: While 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. Conclusion: MI 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.
Repository Citation
Hershberger, P. J.,
Pei, Y.,
Bricker, D. A.,
Crawford, T. N.,
Shivakumar, A.,
Castle, A.,
Conway, K.,
Medaramitta, R.,
Rechtin, M.,
& Wilson, J. F.
(2024). Motivational Interviewing Skills Practice Enhanced With Artificial Intelligence. BMC Medical Education, 24 (1).
https://corescholar.libraries.wright.edu/familymed/242
DOI
10.1186/s12909-024-05217-4
Comments
© 2024. The Author(s).
This work is licensed under CC BY 4.0
