The Pedagogical Perspective of Motivational Interviewing Applied in Medicine

Abstract

Abstract

Motivational interviewing is increasingly used as an active pedagogical method for developing patient-centered communication skills. Empathy and effective communication are considered not to be innate traits, but ones that can be cultivated through a structured educational process. This approach integrates cognitive components (understanding the process of change), socio-emotional elements (developing empathy), and practical aspects (simulations and role-playing). The teaching methods involve participatory learning, personal reflection, and formative feedback, contributing to the development of a professional and ethical attitude in the doctor-patient relationship. Motivational interviewing supports patient autonomy and respect for their pace of change, becoming an essential part of the modern medical curriculum and a marker of quality in health education. The objective of the research to examine motivational interviewing through the lens of medical pedagogy, emphasizing its formative role in the physician–patient relationship, the essential competencies required for its effective application by healthcare professionals, its influence on patients' health-related behavioral changes, and the development of a methodological framework for its integration into the professional education of medical personnel Previous studies highlight motivational interviewing as an effective tool in modern medicine, demonstrating a significant impact on health behavior change, increased treatment adherence, and the strengthening of the physician–patient relationship. Duică et al. (2024) emphasize the importance of pedagogical techniques and emotional intelligence in professional training, thereby providing a robust theoretical framework for integrating this model into medical practice The approach to motivational interviewing from a pedagogical perspective in medicine combined literature research, theoretical synthesis, comparative analysis and concept modeling, highlighting how these stages contribute to its formative effectiveness, which directly depends on the identification and development of essential competencies of medical students. The research results highlight a significant trend: the increased interest in the application of a methodological framework that facilitates the integration of motivational interviewing in the professional training of medical personnel. Implications: Research findings can contribute to the improvement of professional training programs in the medical field and can support the decisions of academics involved in the development of curricula for post-secondary and university education. At the same time, the study provides a solid basis for future research in the field of medical pedagogy. The value of the research consists in highlighting the central role of skills in the professional training of medical students, with a special emphasis on the development of professional communication, providing a significant contribution to scientific knowledge in the field of medical pedagogy by applying the motivational interview in practice.