TY - JOUR
T1 - Student-perceived quality of motivational interviewing training
T2 - A factor-analytic study
AU - Smith, Douglas
AU - Hohman, Melinda
AU - Wahab, Stéphanie
AU - Manthey, Trevor
N1 - Funding Information:
A previous version of this article was presented at the 2014 Motivational Interviewing Network of Trainers Forum (MINT Forum) in Atlanta, GA. Support for the development of this article came from SAMHSA (#TI-026046; PI: Smith). The opinions in this article, however, are those of the authors and do not reflect official positions of the federal government.
Publisher Copyright:
© 2017 by the Society for Social Work and Research. All rights reserved.
PY - 2017/3/1
Y1 - 2017/3/1
N2 - Objective: This study developed and tested a student-report measure of motivational interviewing (MI) teaching quality called the Evaluation of Motivational Interviewing Teaching (EMIT) scale. Method: Social work students (N = 297) receiving course content on motivational interviewing completed the EMIT, and exploratory factor analysis investigated whether theory-based dimensions of teaching emerged as EMIT subscales, including: interactivity/skill building, MI content coverage, modeling MI during teaching, trainee autonomy violation, and encouraging ongoing training in MI. Results: Two subscales emerged representing MI-consistent (28 items, α =.92) and MI-inconsistent teaching practices (7 items, α =.73). Conclusions: Although more research is needed on the EMIT, this study supports the initial reliability of the instrument and can help social work educators evaluate MI teaching quality.
AB - Objective: This study developed and tested a student-report measure of motivational interviewing (MI) teaching quality called the Evaluation of Motivational Interviewing Teaching (EMIT) scale. Method: Social work students (N = 297) receiving course content on motivational interviewing completed the EMIT, and exploratory factor analysis investigated whether theory-based dimensions of teaching emerged as EMIT subscales, including: interactivity/skill building, MI content coverage, modeling MI during teaching, trainee autonomy violation, and encouraging ongoing training in MI. Results: Two subscales emerged representing MI-consistent (28 items, α =.92) and MI-inconsistent teaching practices (7 items, α =.73). Conclusions: Although more research is needed on the EMIT, this study supports the initial reliability of the instrument and can help social work educators evaluate MI teaching quality.
KW - Evidence-based practice
KW - Factor analysis
KW - Motivational interviewing
KW - Teaching
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U2 - 10.1086/690636
DO - 10.1086/690636
M3 - Article
AN - SCOPUS:85044039020
SN - 2334-2315
VL - 8
SP - 1
EP - 18
JO - Journal of the Society for Social Work and Research
JF - Journal of the Society for Social Work and Research
IS - 1
ER -