The systematic development of a video-based self-instructional interview training package
James Albert Carter, The University of Mississippi, United States
The University of Mississippi . Awarded
This study involved the development of Active Interviewing, a self-instructional, video-based package which teaches basic clinical interviewing skills. The study was unique in several respects. First, no other fully self-instructional interview training packages have heretofore been developed and empirically validated in the literature. Second, a criterion goal was predetermined and revisions were made to the materials until this goal was reached. Third, the revision process was guided by empirical evaluations of subjects' interviewing skills subsequent to training, as well as by feedback provided by the subjects, themselves. Components of the package were added, deleted, and modified based on this data.
Bandura's theories of modeling and self-efficacy were applied to the training of basic clinical interviewing skills. The primary goal of the study was for 80% or more a randomly selected group of 15 novice junior and senior psychology students to score at a level of 3.0 or higher on Carkhuff's Empathic Understanding in Interpersonal Processes: A Measurement Scale (EUIPASM). Based on a 1 to 5 scale, this goal represents an adequate level of interviewing competence.
In order to accomplish this goal, Active Interviewing, an empirically-based instructional method to teach four basic interviewing skills was developed. The initial training component consisted of a previously developed videotape which teaches four basic clinical interviewing skills: asking open-ended questions, paraphrasing content, reflecting feelings, and confrontation.
A second goal was to measure subjects' self-efficacy, through a questionnaire developed for this study. Differences between groups in subjects' perceived ability to use the interviewing skills were identified.
Five groups were formed: 2 control and 3 experimental. Each group consisted of 15-18 randomly assigned undergraduates, primarily junior and senior psychology majors. A posttest-only, no-treatment control design was utilized.
Through a series of 2 revisions, the criterion goal was successfully met, with 86% of subjects in the final training group scoring at a level of 3.0 or higher on the EUIPASM. Self-efficacy scores, however, did not differ significantly between versions of the training materials and remained high for all groups. The final Active Interviewing training package consisted of a videotape with embedded practice vignettes, a workbook which provides reviews and feedback about the practice vignettes, and an exercise in which subjects re-write closed-ended questions as open-ended questions.
Carter, J.A. The systematic development of a video-based self-instructional interview training package. Ph.D. thesis, The University of Mississippi.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com