TY - JOUR
T1 - Teaching Motivational Interviewing Skills to Psychiatry Trainees
T2 - Findings of a National Survey
AU - Abele, Misoo
AU - Brown, Julie
AU - Ibrahim, Hicham
AU - Jha, Manish K.
PY - 2016/2/1
Y1 - 2016/2/1
N2 - Objective: The authors report on the current status of motivational interviewing education and training director attitudes about providing it to psychiatry residents. Methods: Training directors of general, child/adolescent and addiction psychiatry training programs were invited to participate in an anonymous online survey. Results: Of the 333 training directors who were invited to participate, 66 of 168 (39.3 %) general, 41 of 121 (33.9 %) child/adolescent, and 19 of 44 (43.2 %) addiction psychiatry training directors completed the survey. The authors found that 90.9 % of general, 80.5 % of child/adolescent, and 100 % of addiction psychiatry training programs provided motivational interviewing education. Most programs used multiple educational opportunities; the three most common opportunities were didactics, clinical practice with formal supervision, and self-directed reading. Most training directors believed that motivational interviewing was an important skill for general psychiatrists. The authors also found that 83.3 % of general, 87.8 % of child/adolescent, and 94.7 % of addiction psychiatry training directors reported that motivational interviewing should be taught during general psychiatry residency. Conclusions: Motivational interviewing skills are considered important for general psychiatrists and widely offered by training programs. Competency in motivational interviewing skills should be considered as a graduation requirement in general psychiatry training programs.
AB - Objective: The authors report on the current status of motivational interviewing education and training director attitudes about providing it to psychiatry residents. Methods: Training directors of general, child/adolescent and addiction psychiatry training programs were invited to participate in an anonymous online survey. Results: Of the 333 training directors who were invited to participate, 66 of 168 (39.3 %) general, 41 of 121 (33.9 %) child/adolescent, and 19 of 44 (43.2 %) addiction psychiatry training directors completed the survey. The authors found that 90.9 % of general, 80.5 % of child/adolescent, and 100 % of addiction psychiatry training programs provided motivational interviewing education. Most programs used multiple educational opportunities; the three most common opportunities were didactics, clinical practice with formal supervision, and self-directed reading. Most training directors believed that motivational interviewing was an important skill for general psychiatrists. The authors also found that 83.3 % of general, 87.8 % of child/adolescent, and 94.7 % of addiction psychiatry training directors reported that motivational interviewing should be taught during general psychiatry residency. Conclusions: Motivational interviewing skills are considered important for general psychiatrists and widely offered by training programs. Competency in motivational interviewing skills should be considered as a graduation requirement in general psychiatry training programs.
KW - Residents: psychotherapy
KW - Residents: substance abuse
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U2 - 10.1007/s40596-014-0149-0
DO - 10.1007/s40596-014-0149-0
M3 - Article
C2 - 24832675
AN - SCOPUS:84955597132
SN - 1042-9670
VL - 40
SP - 149
EP - 152
JO - Academic Psychiatry
JF - Academic Psychiatry
IS - 1
ER -