ArticleJournal of dental education2025
Implementation of Motivational Interviewing Training in Dental Education and Research-A Scoping Review.
Article in Journal of dental education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- Implementation of Motivational Interviewing Training in Dental Education and Research-A Scoping Review.Journal of dental education · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
PURPOSE/
objectivesMotivational interviewing (MI) is an evidence-based counseling approach that enhances behavior change by strengthening an individual's motivation. While MI research in dental education is growing, the scope of MI training programs has not been systematically examined. This review assesses the implementation of MI training in dentistry. METHODOLOGY: A scoping review followed the PRISMA-ScR checklist and JBI manual for evidence synthesis. A systematic search (May 2023) using MeSH terms, keywords, and operators was conducted in Medline (Ovid), Embase (Ovid), CINAHL, PsycINFO (Ovid), Web of Science, and ProQuest. Articles were screened via Covidence, and data were extracted based on variables informed by the DoCTRINE framework.
resultsOf 17 studies, 70.6% were US-based, and 64.7% were published after 2010. MI training targeted dental hygiene and dentistry students (47% each) through lectures, role-play, e-learning, and workshops. Evaluations used pre-post questionnaires, recorded interactions, and tools like MITI, MISC, and OSCE. Training duration varied from single sessions (11.7%) to longitudinal programs (82.3%), enhancing students' confidence, communication, and public health readiness. However, skill retention required ongoing reinforcement. Barriers included time constraints, patient resistance, and limited faculty support. High-quality reporting (DoCTRINE score) was observed in 47% of studies.
conclusionMI training enhances dental students' communication and patient-centered care. Long-term skill retention requires continued practice, and hybrid instructional strategies can improve scalability. Faculty competency and structured longitudinal training are crucial for effective MI implementation.
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Registered trials
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