Development of Skills in Motivational Interview by Dental School Professors

Objectives: To design and implement a training process in Motivational Interview (MI) for professors in the clinic area from 4 dental schools in Colombia.
Methods: 9 Professors from 4 dental schools in Colombia, participated in the training that included exercises within the dental attention context and was composed of 3 theorethical-virtual modules (36 hours) at Blackboard web platform and 2 practice -face to face modules (24 hours)
The instrument of evaluation EVEM 2.0 was used to assess the initial and post training abilities of the participants, based on videos of the attention provided by each participant to a simulated patient. 2 MI trained psychologists evaluated the instrument individually and an expert psychologist reviewed the information.
Results: After training every participant improved their abilities to implement MI; the final global score showed that 5 of 8 participants were placed in a high level of execution (>40 points), and 3 of them at a intermediate level (25/40 points). Among the principal changes its important to stand out the development of no verbal empathy, reflective hearing, the use of open questions, to favor the positioning of patients ideas, and to ajudjust and work in a coherent way with that position, inquiring about the core problematic conduct and guiding the patient to care alternatives and eventually change, without saying it in an explicit way what the patient has to do. Great advances were achived like to favor the patients autonomy, to show compassion, to Evoque and to collaborate with the patient, which are bases of MI
Conclusions: The capacity of the professionals to help the patient and to recognize their ability of change and action was enhanced, which will end in a better treatment adherence and greater disease control. High scores are the base to develop specific MI abilities in order to eventually teach it to their students.