RESUMEN
Background: Difficulties in implementing behavior change in patients with chronic diseases are common in clinical practice. Motivational interviewing (MI) helps clinicians to support patients in overcoming ambivalence while maintaining self-determination. The inclusion of MI in German medical training curricula is still rare. Furthermore, the effects of systematic teaching of MI, especially via blended learning, have hardly been investigated. Methods: Medical students participated in three curricular events related to MI, consisting of instructional videos and theoretical and practical components in a blended learning format. The aim of the study was to investigate the effect of teaching MI in students' medical education. A controlled, non-randomized study was conducted with an intervention group and a control group. Both groups completed questionnaires on their experience and knowledge related to MI, completed a knowledge test and rated their satisfaction with the course. MI was taught in the 6th semester of medical coursework as part of a psychosomatic course, in the 8th semester during a psychiatry course and in the 9th semester during a weekly psychiatry clerkship. Results: Data from the intervention group (n = 35) and control group (n = 14) were analyzed, with 65.7% of students participating in all three parts of the curriculum. Overall interest in learning MI was high, with M = 2.92 (SD = 1.00). The results indicate a greater increase in knowledge over time in the intervention group. The majority (62.86%) stated that the curriculum was relevant to their future career. Free-form text responses indicated a high level of satisfaction with practical relevance. Conclusion: This study demonstrates the usefulness of an MI curriculum for medical students. The integration of MI into medical curricula is a promising curricular addition to improve doctor-patient communication. Future research should address patient perceptions of MI competencies and the persistence of acquired competencies.
RESUMEN
INTRODUCTION: Numerous studies prove the efficacy of internet-based self-help programs, but integration into the health-care system was rarely investigated. The present study addresses the implementation of an internet-based self-help program into routine care of patients with depressive symptoms waiting for psychotherapy at the university outpatient center. MATERIAL AND METHODS: Patients waiting for outpatient psychotherapy were randomly assigned to either a control group or an intervention group that received access to the internet-based program Deprexis during the waiting period. Depressive symptoms were assessed before and after waiting. Additionally, expectations and program use of participants were exploratively examined. RESULTS: Only half of the patients who were informed about the study were interested in participation. Participants used about half of the modules in the program Deprexis. Depressive symptoms were reduced in both groups during the waiting time. However, the symptom improvements were not significant. DISCUSSION: Integration of internet-based self-help programs into the German health-care system should include support by a psychotherapist. Preferences of participants should also be considered to enhance adherence and efficacy of the program. CONCLUSION: Internet-based self-help programs for use in the waiting time for outpatient psychotherapy of patients with depression should involve guidance.