Background: Motivational interviewing (MI) is an evidence-based, brief interventional approach that has been demonstrated to be highly effective in triggering change in high-risk lifestyle behaviors. MI tends to be underutilized in clinical settings, in part because of limited and ineffective training. To implement MI more widely, there is a critical need to improve the MI training process in a manner that can provide prompt and efficient feedback. Our team has developed and tested a training tool, Real-time Assessment of Dialogue in Motivational Interviewing (ReadMI), that uses natural language processing (NLP) to provide immediate MI metrics and thereby address the need for more effective MI training.
Methods: Metrics produced by the ReadMI tool from transcripts of 48 interviews conducted by medical residents with a simulated patient were examined to identify relationships between physician-speaking time and other MI metrics, including the number of open- and closed-ended questions. In addition, interrater reliability statistics were conducted to determine the accuracy of the ReadMI’s analysis of physician responses.
Results: The more time the physician spent talking, the less likely the physician was engaging in MI-consistent interview behaviors (r = − 0.403, p = 0.007), including open-ended questions, reflective statements, or use of a change ruler.
Conclusion: ReadMI produces specific metrics that a trainer can share with a student, resident, or clinician for immediate feedback. Given the time constraints on targeted skill development in health professions training, ReadMI decreases the need to rely on subjective feedback and/or more time-consuming video review to illustrate important teaching points.



中文翻译：

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用人工智能推进励志面试培训：ReadMI

背景：动机性访谈 (MI) 是一种基于证据的简短干预方法，已被证明在引发高危生活方式行为改变方面非常有效。MI 在临床环境中往往未被充分利用，部分原因是培训有限且无效。为了更广泛地实施 MI，迫切需要以能够提供及时和有效反馈的方式改进 MI 培训过程。我们的团队开发并测试了一种培训工具，即动机性访谈中对话的实时评估 (ReadMI)，该工具使用自然语言处理 (NLP) 来提供即时 MI 指标，从而满足对更有效的 MI 培训的需求。
方法：ReadMI 工具从医疗住院医师与模拟患者进行的 48 次访谈记录中生成的指标进行了检查，以确定医生讲话时间与其他 MI 指标之间的关系，包括开放式和封闭式问题的数量。此外，还进行了评估者间可靠性统计以确定 ReadMI 对医生反应的分析的准确性。
结果：医生花在谈话上的时间越多，医生参与 MI 一致的访谈行为的可能性就越小（r = − 0.403，p = 0.007），包括开放式问题、反思性陈述或使用改变标尺。
结论：ReadMI 生成特定的指标，培训师可以与学生、住院医师或临床医生分享这些指标，以获得即时反馈。鉴于卫生专业培训中针对性技能发展的时间限制，ReadMI 减少了依赖主观反馈和/或更耗时的视频审查来说明重要教学点的需要。