Building MI Confidence in MSW Students: A Study of App-Based Simulation

Background and Purpose
Motivational Interviewing (MI) is an evidence-based approach that supports individuals in exploring and resolving ambivalence toward behavior change. Its emphasis on collaboration and autonomy aligns closely with social work values, making MI a core component of Master of Social Work (MSW) education. MSW curriculum often employs simulation to help students build confidence and practice clinical interactions. While in-person role-play remains common, advances in educational technology have led to the development of mobile training tools that provide flexible and scalable alternatives.

The University of Utah’s Virtual Social Work Trainer (VSWT), featuring the Virtual Motivational Interviewing (VMI) App (Benson et al., 2025), was designed to support MSW students in developing MI skills. The App offers interactive, scenario-based practice aligned with MI’s four core processes: Engaging, Focusing, Evoking, and Planning. Despite the promise of such tools, limited research exists on their impact on student learning or how students engage with digital simulations. This study evaluates the VMI App’s effectiveness in building MI confidence, using the Motivational Interviewing Confidence Scale (MICS) (Larson & Martin, 2021), and explores students’ experiences and preferences related to its use.

Methods
A four-arm quasi-experimental design assessed the impact of the VMI App across course formats. Participants included 187 MSW students enrolled in a first-semester practice course. Students were divided into four groups: (1) in-person, no app (N=54), (2) in-person with app (N=41), (3) online, no app (N=43), and (4) online with the app (N=49). All students completed pre- and post-semester surveys including the MICS, a 24-item self-report measure designed to assess confidence in applying MI skills. Open-ended questions gathered qualitative feedback on app engagement, frequency of use, and satisfaction. A faculty focus group explored instructional perspectives and implementation barriers.

Results
The MICS demonstrated excellent internal consistency (Cronbach’s alpha = .99), supporting its use with MSW students. Across all groups, MI confidence increased from pre- to post-semester. However, outcomes varied by instructional format. Online students who used the app showed the greatest increase in MI confidence, followed by in-person students who used the app. Students reported appreciating the app’s structured practice, accessibility, and feedback features. However, technical challenges and user interface issues affected engagement levels for some students.

Conclusions and Implications
This study supports the use of mobile applications like the VMI App to enhance MI skill development in social work education. Findings suggest that digital simulations can be an effective supplement to in-person instruction but require thoughtful integration and user-friendly design. Continued refinement of the app and expansion of scenario diversity are recommended. Future research should investigate long-term effects on skill retention and performance in field settings.

References

Benson, C., Davis, M., Lundahl, B., McDonald, C., & Bowles, M. (2025). Developing the Virtual Motivational Interviewing (VMI) Application for Child Welfare Workers: Usability, satisfaction, and initial efficacy. Journal of Technology in Human Services, 1–16. https://doi.org/10.1080/15228835.2024.2448256

Larson, E., & Martin, B. A. (2021). Measuring motivational interviewing self-efficacy of pre-service students completing a competency-based motivational interviewing course. Exploratory Research in Clinical and Social Pharmacy. https://doi.org/10.1016/j.rcsop.2021.100009