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Journal of the Society for Social Work and Research

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Objective: This study developed and tested a student-report measure of motivational interviewing (MI) teaching quality called the Evaluation of Motivational Interviewing Teaching (EMIT) scale.

Method: Social work students (N = 297) receiving course content on motivational interviewing completed the EMIT, and exploratory factor analysis investigated whether theory-based dimensions of teaching emerged as EMIT subscales, including: interactivity/skill building, MI content coverage, modeling MI during teaching, trainee autonomy violation, and encouraging ongoing training in MI.

Results: Two subscales emerged representing MIconsistent (28 items, α = .92) and MI-inconsistent teaching practices (7 items, α = .73).

Conclusions: Although more research is needed on the EMIT, this study supports the initial reliability of the instrument and can help social work educators evaluate MI teaching quality


This is the publisher's version of the article that was published in Journal of the Society for Social Work and Research 8, no. 1 and can be found online at:

© 2017 by the Society for Social Work and Research.



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