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TRUVACE RECORD VERSION
record: TRV-2026-1696
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-10-17T10:42:44.463877Z
status: published
lens: g_space
sector: education
headline: Implementing AI-supported, educator-led simulation to support motivational interviewing practice in pharmacy students
dek: Objective Motivational interviewing is an important skill taught to student pharmacists, however providing adequate practice and quality feedback in the didactic curriculum is challenging. Generative artificial intelligence (AI)-supported simulations may address some of these issues. The purpose of this study was to evaluate the impact of an educator-led, AI-supported simulation (ATLAS) on pharmacy students' confidence in motivational interviewing (MI) skills, and to determine the optimal timing for its integrat…
gain_title: Pharmacy students who practiced with the AI simulation before peer interviews reported significant gains in motivational interviewing confidence, while those who used it after peers did not.
problem_title: (none)
trace_subject: (none)
gain_reading: Pharmacy students who practiced with the AI simulation before peer interviews reported significant gains in motivational interviewing confidence, while those who used it after peers did not.
gain_evidence: Students in Pathway B, who completed ATLAS followed by a peer interview, demonstrated gains in MI confidence (P = 0.0063)
problem_reading: (none)
problem_evidence: (none)
quick_read: Researchers tested an educator-led, generative AI-supported simulation called ATLAS for teaching motivational interviewing to student pharmacists. Students were split into two groups: one used the simulation after practicing interviews with peers, the other before. Surveys tracked confidence and attitudes at several timepoints.

The result suggests the order of AI and peer practice may matter for building confidence, and that low-stakes AI rehearsal can complement scarce practice time in a crowded curriculum. The evidence is self-reported confidence, so it does not show that actual interviewing skill improved or that patients benefit.
limitation: The outcomes are survey-based confidence measures and qualitative comments, and the preference finding applies only to students who commented, so skill improvement is not directly shown.
tag: Evidence-backed gain
key_points: The study compared two sequences: AI simulation after peer interviews (Pathway A) versus before them (Pathway B). | Pathway B showed a confidence gain (P = 0.0063); Pathway A showed no robust improvement (P = 0.68). | Among students who commented on practice preferences, most favored the AI simulation over peer interviews. | Students cited its low-stakes environment and flexibility as reasons for the preference. | The authors describe the approach as scalable and time-efficient.
rundown: The motivating problem was that motivational interviewing is an important skill for student pharmacists, yet adequate practice and quality feedback are hard to provide within the didactic curriculum. The study evaluated whether an educator-led generative AI simulation could address some of those gaps.

Outcomes were measured by surveys of confidence and attitudes at baseline and at points before and after the simulation and peer interviews, allowing comparison of confidence trajectories across the two pathways.

The authors conclude that structured, low-stakes simulation tools may serve as valuable precursors to peer-based learning, with early exposure to AI-supported practice potentially enhancing preparedness for motivational interviewing conversations.
sources:
- peer_reviewed | Currents in Pharmacy Teaching and Learning | https://doi.org/10.1016/j.cptl.2026.102824 | 2026-10-08
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