Impact of Motivational Interviewing Education on General Practitioners' and Trainees' Learning and Diabetes Outcomes in Primary Care: Mixed Methods Study.

Abstract

Background: Effective diabetes management requires behavioral change support from primary care providers. However, general practitioners (GPs) often lack training in patient-centered communication methods such as motivational interviewing (MI), especially in time-constrained settings. While brief MI offers a practical alternative, evidence on its impact among GPs and patient outcomes remains limited.

Objective: This study aimed to evaluate the effectiveness of a structured MI educational program for GPs and GP trainees on their MI knowledge and confidence, and its impact on clinical outcomes among patients with type 2 diabetes in primary care settings.

Methods: A mixed methods study was conducted using a before-and-after two-group design with quantitative assessments of GPs' knowledge and patients' biomarkers, supplemented by qualitative interviews. The intervention group (n=35) received a 4-hour interactive MI workshop, optional web-based modules, and brief MI guides. The control group received standard care. A total of 149 and 167 patients with diabetes were included in the study and control groups, respectively.

Results: A paired-sample t test was conducted to evaluate the impact of the MI course on the learners' knowledge. There was a statistically significant difference in the knowledge test scores from Time 1 (mean 11.46, SD 3.48) to Time 2 (mean 15.04, SD 2.35), t28= -7.74; P<.001 (2-tailed). The mean increase in knowledge score was 3.57 (SD 2.44), with a 95% CI of 2.62 to 4.52, indicating a large and statistically significant effect. The eta-squared statistic indicated a large effect size (eta-squared=0.85). Patients in the intervention group had greater improvements in HbA1c (mean difference= -0.50, 95% CI -0.91 to -0.09; P=.02) and diastolic blood pressure (mean difference= -5.96 mmHg, 95% CI -8.66 to -3.25; P<.001) compared to controls. Qualitative feedback highlighted the usefulness of brief MI, along with challenges in mastering advanced techniques and time constraints.

Conclusions: The MI educational program improved GP trainees' MI knowledge and patient outcomes. Brief MI appears feasible in primary care but requires ongoing support for skill development and implementation.