Skip to main content

Advertisement

SpringerLink
Log in

Guidelines for Integrating Live Supervision in Simulation-Based Clinical Education: An Example for Teaching Motivational Interviewing

  • Original Paper
  • Published:
Clinical Social Work Journal Aims and scope Submit manuscript

Abstract

During the past 20 years, social work education has built a bridge between the classroom and field using client simulation to learn clinical skills. This paper outlines an innovative model of simulation that incorporates LS used to teach motivational interviewing (MI). In addition, guidelines with specific steps for teaching MI with simulation and LS are discussed. Unfortunately, most present day simulation models leave out methods to instruct and supervise students in real time. When implementing clinical simulations there is little opportunity to correct a trainee’s behavior or to practice a new skill at the perfect teachable moment during an interview. This instruction must wait until the interview is finished and the debriefing has begun. With the addition of LS, the simulation experience is enhanced for students as the supervisor is now incorporated as an active participant in the interview. Using LS, the instructor can now direct and even model appropriate clinical responses and interventions. The use of simulation with LS is innovative and builds on social work’s evolving body of simulation-based education and further strengthens this approach. Results of this model suggest that students quickly learn to appreciate the value added of LS to simulation and that clinical skills learned resist decay overtime.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Anders, P. L., Scherer, Y. K., Hatton, M., Antonson, D., Austin-Ketch, T., & Campbell-Heider, N. (2016). Using standardized patients to teach interprofessional competencies to dental students. Journal of Dental Education, 80(1), 65–72.

    Article  Google Scholar 

  • Andersen, T. (1987). The reflecting team: Dialogue and meta-dialogue in clinical work. Family Process, 26(4), 415–428.

    Article  Google Scholar 

  • Baer, J. S., Rosengren, D. B., Dunn, C. W., Wells, E. A., Ogle, R. L., & Hartzler, B. (2004). An evaluation of workshop training in motivational interviewing for addiction and mental health clinicians. Drug & Alcohol Dependence, 73(1), 99–106.

    Article  Google Scholar 

  • Baer, J. S., Wells, E. A., Rosengren, D. B., Hartzler, B., Beadnell, B., & Dunn, C. (2009). Agency context and tailored training in technology transfer: A pilot evaluation of motivational interviewing training for community counselors. Journal of Substance Abuse Treatment, 37(2), 191–202.

    Article  Google Scholar 

  • Barwick, M. A., Bennett, L. M., Johnson, S. N., McGowan, J., & Moore, J. E. (2012). Training health and mental health professionals in motivational interviewing: A systematic review. Children and Youth Services Review, 34(9), 1786–1795.

    Article  Google Scholar 

  • Beidas, R. S., & Kendall, P. C. (2010). Training therapists in evidence-based practice: A critical review of studies from a systems-contextual perspective. Clinical Psychology: Science and Practice, 17(1), 1–30.

    Google Scholar 

  • Burke, B. L., Arkowitz, H., & Menchola, M. (2003). The efficacy of motivational interviewing: A meta-analysis of controlled clinical trials. Journal of Consulting and Clinical Psychology, 71(5), 843.

    Article  Google Scholar 

  • Bogo, M., Regehr, C., Power, R., & Regehr, G. (2007). When values collide: Field instructors’ experiences of providing feedback and evaluating competence. The Clinical Supervisor, 26(1–2), 99–117.

    Article  Google Scholar 

  • Boszormenyi-Nagy, I., Grunebaum, J., & Ulrich, D. (1991). Contextual therapy. Handbook of. Family Therapy, 2, 200–238.

    Google Scholar 

  • Boyle, R., & McDowell-Burns, M. (2015). Modalities of marriage and family therapy supervision. (p. 51). Marriage, and Family Therapy Supervision.

  • Chaffin, M., Valle, L. A., Funderburk, B., Gurwitch, R., Silovsky, J., Bard, D., McCoy, C., & Kees, M. (2009). A motivational intervention can improve retention in PCIT for low-motivation child welfare clients. Child Maltreatment, 14(4), 356–368.

  • Champe, J., & Kleist, D. M. (2003). Live supervision: A review of the research. The Family Journal, 11(3), 268–275.

    Article  Google Scholar 

  • Carroll, K. M., Ball, S. A., Nich, C., Martino, S., Frankforter, T. L., Farentinos, C., Kunkel, L. E., Mikulich-Gilbertson, S. K., Morgenstern, J., Obert, J. L., & Polcin, D. (2006). Motivational interviewing to improve treatment engagement and outcome in individuals seeking treatment for substance abuse: A multisite effectiveness study. Drug & Alcohol Dependence, 81(3), 301–312.

    Article  Google Scholar 

  • de Roten, Y., Zimmermann, G., Ortega, D., & Despland, J. N. (2013). Meta-analysis of the effects of MI training on clinicians’ behavior. Journal of Substance Abuse Treatment, 45(2), 155–162.

    Article  Google Scholar 

  • Doran, N., Hohman, M., & Koutsenok, I. (2013). Motivational interviewing training in juvenile corrections: A comparison of outside experts and internal trainers. Legal and Criminological Psychology, 18(2), 262–273.

    Article  Google Scholar 

  • Forrester, D., Kershaw, S., Moss, H., & Hughes, L. (2008). Communication skills in child protection: How do social workers talk to parents? Child & Family Social Work, 13(1), 41–51.

    Google Scholar 

  • Grosberg, L. M. (2001). Medical education again provides a model for law schools: The standardized patient becomes the standardized client. Journal of Legal Education, 51(2), 212–234.

    Google Scholar 

  • Harden, R. T. M., Stevenson, M., Downie, W. W., & Wilson, G. M. (1975). Assessment of clinical competence using objective structured examination. British Medical Journal, 1(5955), 447–451.

    Article  Google Scholar 

  • Haley, J., & Hoffman, L. (1968). Techniques of family therapy. Basic Books.

  • Haley, J. (1996). Learning and teaching therapy. Guilford Press.

  • Imel, Z. E., Baldwin, S. A., Baer, J. S., Hartzler, B., Dunn, C., Rosengren, D. B., & Atkins, D. C. (2014). Evaluating therapist adherence in motivational interviewing by comparing performance with standardized and real patients. Journal of Consulting and Clinical Psychology, 82(3), 472.

    Article  Google Scholar 

  • Kolb, D. A. (1984). Experience as the source of learning and development. Prentice Hall.

  • Kolb, D. A., & Fry, R. (1975). Theories of group processes. John Wiley.

  • Kourgiantakis, T., Sewell, K. M., Hu, R., Logan, J., & Bogo, M. (2020). Simulation in social work education: A scoping review. Research on Social Work Practice, 30(4), 433–450.

    Article  Google Scholar 

  • Logie, C., Bogo, M., Regehr, C., & Regehr, G. (2013). A critical appraisal of the use of standardized client simulations in social work education. Journal of Social Work Education, 49(1), 66–80.

    Article  Google Scholar 

  • Lundahl, B. W., Kunz, C., Brownell, C., Tollefson, D., & Burke, B. L. (2010). A meta-analysis of motivational interviewing: Twenty-five years of empirical studies. Research on Social Work Practice, 20(2), 137–160.

    Article  Google Scholar 

  • Martino, S., Ball, S. A., Nich, C., Frankforter, T. L., & Carroll, K. M. (2008). Community program therapist adherence and competence in motivational enhancement therapy. Drug & Alcohol Dependence, 96(1), 37–48.

    Article  Google Scholar 

  • Madson, M. B., Loignon, A. C., & Lane, C. (2009). Training in motivational interviewing: A systematic review. Journal of Substance Abuse Treatment, 36(1), 101–109.

    Article  Google Scholar 

  • Miller, W. R., & Rollnick, S. (2013). Motivational Interviewing: Helping people change. 3. New York: Guilford publications.

  • Miller, W. R., & Mount, K. A. (2001). A small study of training in motivational interviewing: Does one workshop change clinician and client behavior? Behavioural and Cognitive Psychotherapy, 29(4), 457–471.

    Article  Google Scholar 

  • Miller, M. (2004). Implementing standardized client education in a combined BSW and MSW program. Journal of Social Work Education, 40, 87–102.

    Article  Google Scholar 

  • Miller, W. R., Moyers, T. B., Ernst, D., & Amrhein, P. (2003). Manual for the motivational interviewing skill code (MISC). Unpublished manuscript. Center on Alcoholism, Substance Abuse and Addictions, University of New Mexico.

  • Minuchin, S. (1974). Families and family therapy. Harvard University Press.

  • Montalvo, B. (1973). Aspects of live supervision. Family process, 12(4), 343–359.

    Article  Google Scholar 

  • Moyers, T. B., Martin, T., Manuel, J. K., Miller, W. R., & Ernst, D. (2010). Revised global scales: Motivational interviewing treatment integrity 3.1.1 (MITI 3.1. 1). Unpublished manuscript, University of New Mexico, Albuquerque, NM.

  • Oh, P. J., Jeon, K. D., & Koh, M. S. (2015). The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis. Nurse Education Today, 35(5), e6–e15.

    Article  Google Scholar 

  • Palaganas, J. C., Fey, M., & Simon, R. (2016). Structured debriefing in simulation-based education. AACN Advanced Critical Care, 27(1), 78–85.

    Article  Google Scholar 

  • Palazzoli, M. S., Boscolo, L., Cecchin, G. F., & Prata, G. (1977). Family rituals a powerful tool in family therapy. Family Process, 16(4), 445–453.

    Article  Google Scholar 

  • Papp, P. (1977). The family who had all the answers. (pp. 143–165). Full length case studies.

  • Pecukonis, E., Greeno, E., Hodorowicz, M., Park, H., Ting, L., Moyers, T., Burry, C., Linsenmeyer, D., Strieder, F., Wade, K., & Wirt, C. (2016). Teaching motivational interviewing to child welfare social work students using live supervision and standardized clients: A randomized controlled trial. Journal of the Society for Social Work and Research, 7(3), 479–505.

  • Rentschler, D. D., Eaton, J., Cappiello, J., McNally, S. F., & McWilliam, P. (2007). Evaluation of undergraduate students using objective structured clinical evaluation. The Journal of Nursing Education, 46, 135–139.

    Article  Google Scholar 

  • Ringwalt, C., Vincus, A. A., Hanley, S., Ennett, S. T., Bowling, J. M., & Rohrbach, L. A. (2009). The prevalence of evidence-based drug use prevention curricula in US middle schools in 2005. Prevention Science, 10(1), 33–40.

    Article  Google Scholar 

  • Rubak, S., Sandbæk, A., Lauritzen, T., & Christensen, B. (2005). Motivational interviewing: A systematic review and meta-analysis. British Journal of General Practice, 55(513), 305–312.

    Google Scholar 

  • Schumacher, J. A., Madson, M. B., & Norquist, G. S. (2011). Using telehealth technology to enhance motivational interviewing training for rural substance abuse treatment providers: A services improvement project. The Behavior Therapist, 34(4), 64.

    Google Scholar 

  • Snyder, E. H., Lawrence, C. N., Weatherholt, T. N., & Nagy, P. (2012). The benefits of motivational interviewing and coaching for improving the practice of comprehensive family assessments in child welfare. Child Welfare, 91(5), 9.

    PubMed  Google Scholar 

  • Smithson, J., Bellingan, M., Glass, B., & Mills, J. (2015). Standardized patients in pharmacy education: An integrative literature review. Currents in Pharmacy Teaching and Learning, 7(6), 851–863.

    Article  Google Scholar 

  • Stimmel, B., Cohen, D., Fallar, R., & Smith, L. (2006). The use of standardised patients to assess clinical competence: Does practice make perfect? Medical Education, 40(5), 444–449.

    Article  Google Scholar 

  • Sterrett, E., Jones, D. J., Zalot, A., & Shook, S. (2010). A pilot study of a brief motivational intervention to enhance parental engagement: A brief report. Journal of Child and Family Studies, 19(6), 697–701.

    Article  Google Scholar 

  • Zendejas, B., Brydges, R., Hamstra, S. J., & Cook, D. A. (2013). State of the evidence on simulation-based training for laparoscopic surgery: A systematic review. Annals of surgery, 257(4), 586–593.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Maryland School of Social Work, Baltimore, MD, USA

    Edward V. Pecukonis

Authors
  1. Edward V. Pecukonis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Edward V. Pecukonis.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Pecukonis, E.V. Guidelines for Integrating Live Supervision in Simulation-Based Clinical Education: An Example for Teaching Motivational Interviewing. Clin Soc Work J 49, 151–161 (2021). https://doi.org/10.1007/s10615-021-00805-z

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10615-021-00805-z

Keywords

Search

Navigation