Entrevista motivacional, un repaso

Foto de nullboy

La entrevista motivacional es una técnica de comunicación en consulta para mejorar la relación médico-paciente y favorecer el cambio de actitudes y conductas saludables. Desgraciadamente no es usada todo lo que sería necesario. En parte por desconocimiento, en parte por olvido, en parte porque en 6 minutos no es sencillo.

En el British Medical Journal (en la tercera página) nos hacen un repaso, en una sección dirigida a médicos jóvenes. Me temo que en nuestro medio es aplicable también a los seniors, a enfermeras y a todos los profesionales sanitarios en general.

Aconsejar cambios saludables a pacientes suele ser poco efectivo y motivador.

La entrevista motivacional usa una guía de trabajo para comprometer al paciente, clarificar sus aspiraciones y fuerzas, rescatar sus propias motivaciones para el cambio y promover su autonomía y toma de decisiones.

Se puede aprender entrevista motivacional en tres sencillos pasos: usando un estilo de acompañamiento más que uno directivo, desarrollando estrategias que potencien la propia motivación del paciente al cambio, y mejorando las propias habilidades de escucha para potenciar el discurso de cambio del paciente. 

La entrevista motivacional ha demostrado favorecer cambios saludables en distintos ámbitos y puede mejorar la relación médico paciente y la eficiencia de la consulta.  

Step 1: practise the guiding style

Among the broad communication styles commonly used

to address patients’ problems are directing, guiding, and

following.

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Although each is appropriate to certain situa

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tions in everyday practice, a guiding style is best suited to

consultations about change. When this topic comes up,

shift your stance from that of a director to that of a well

informed guide, and follow three principles: engage with

and work in collaboration with patients, emphasise their

autonomy over decision making, and elicit their motivation

for change. You retain control over the direction and struc

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ture of the consultation and provide information as needed,

but you ensure that your patients retain responsibility for

change. Box 1 shows the contrast in styles between direct

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ing and guiding.

Use three core skills—asking, listening, and informing—

in the service of this guiding style to draw out your patients’

ideas and solutions.

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This shows that you want to know

about and respect their ability to make sound decisions.

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“Ask” open ended questions—invite the patient to

consider how and why they might change;

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“Listen” to understand your patient’s experience—

“capture” their account with brief summaries or

reflective listening statements such as “quitting

smoking feels beyond you at the moment”; these

express empathy, encourage the patient to elaborate,

and are often the best way to respond to resistance;

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“Inform”—by asking permission to provide

information, and then asking what the implications

might be for the patient.

Once you have practised these three skills, and once you

feel comfortable with the shift from director to guide, you

can add to your toolbox a set of strategies containing spe

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cific questions that are suited to different circumstances

Step 2: add useful strategies to your toolbox

Motivational interviewing aims to elicit the motivation to

change from the patient, rather than to try to instil this in

them; it also aims to work with their strengths rather than just

talk about problems and weaknesses. Different strategies are

available to achieve these aims in a guiding style, eliciting the

what, why, and how of change from the patient. This “menu

of strategies”

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has been used successfully among college stu

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dents to reduce use of alcohol, tobacco, and cannabis.

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Agenda setting (what to change?)

Patients often face more than one option for change.

In agenda setting, rather than impose your priority on

patients, you conduct an overview by inviting them to

select an issue or behaviour that they are most ready and

able to tackle, feeling free also to express your own views.

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For example, to reach agreement about what to deal with

in the consultation you might say: “That’s very helpful. Are

you more ready to focus on eating or on increased activity?

Or is there some other topic that you would prefer to talk

about? I’d like to talk about those test results at some point,

but what makes sense to you right now?”

Pros and cons (why change?)

It is normal and common for patients to feel in two minds

about both the status quo and change. It can be helpful to

invite them to say how they see the pros and cons of a situ

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ation. Then your next step is to ask them to clarify whether

change is a possibility (box 2).

Assess importance (why) and confidence (how)

To be efficient you need to spend time where it is most

needed. Those who are not convinced of the importance

of change are unlikely to benefit from advice about how

to change, and a focus on the why of change is pointless if

the main issue is how to achieve it. This focused strategy

(box 3) has produced successful outcomes in the smoking

field,

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where a recent review also provides support for the

efficacy of motivational interviewing.

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Exchange information

One of the first successful studies of motivational interview

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ing placed listening at the centre during feedback of test

results.

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This gave rise to the “elicit-provide-elicit” strat

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egy (box 4), in which a guiding style is used to encourage

patients to clarify the personal implications of information

that you provide

Step 3: respond skilfully to patients’ language

You can refine your skills further by paying attention to

the language that patients use.

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You will notice that they

talk about why or how they might change (this is called

change talk)—“I guess I should take my medicine more

regularly”; “I want to quit smoking”; “I am going to eat

less fried food”—or about the opposite: “I don’t like tab

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lets”; “I enjoy my smoking”; “I’ve never succeed in losing

weight.” You can choose whether to elicit change talk or

not. The assumption is that if you do, motivation to change

will be enhanced, and subsequent change is more likely

take place.

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Box 6 shows how a doctor elicits change talk

and responds to it with further listening. Many of the ques

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tions shown in step 2 are useful because they elicit change

talk—for example, “How important is it for you to take this

medicine?”

One line of research has been to examine whether moti

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vational interviewing improves outcomes. A recent meta-

analysis of 119 studies concluded that it exerts a small but

positive effect across a wide range of problem domains,

but not in all.

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Another line of research has been to study

language and change talk. For example, if people strug

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gling with alcohol and other drugs offer more change talk

in counselling, their outcomes in regard to substance use

are better

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; moreover, practitioners who are competent

in motivational interviewing elicit more change talk, inde

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pendent of the motivation of the patient.

Ver artículo completo aquí (página 3)