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  • Intervention
    What is the evidence that nutrition counseling based on the Motivational Interviewing alone results in health/food behavior change in adults counseled in an outpatient/clinic setting?
    • Conclusion

      Two studies (one positive- and one neutral-quality) employed motivational interviewing as the sole style of intervention with little added effect, compared to standard therapy. Further research is warranted with larger sample sizes, longer follow-up periods and measurement of readiness to change diet behaviors.

    • Grade: III
      • Grade I means there is Good/Strong evidence supporting the statement;
      • Grade II is Fair;
      • Grade III is Limited/Weak;
      • Grade IV is Expert Opinion Only;
      • Grade V is Not Assignable.
      • High (A) means we are very confident that the true effect lies close to that of the estimate of the effect;
      • Moderate (B) means we are moderately confident in the effect estimate;
      • Low (C) means our confidence in the effect estimate is limited;
      • Very Low (D) means we have very little confidence in the effect estimate.
      • Ungraded means a grade is not assignable.
    What is the evidence that Motivational Interviewing, used as an adjunct to a cognitive-behavioral program, results in health/food behavior change in adults counseled in an outpatient/clinic setting?
    • Conclusion

      Four RCTs of positive quality assessed the effect of motivational interviewing as an added component to cognitive-behavioral programs (three studies) or a self-help intervention (one study) and found motivational interviewing significantly enhanced adherence to program recommendations and improved targeted diet-related outcomes including glycemic control, percentage of energy intake from fat, fruit and vegetable intake and weight-loss.

    • Grade: I
      • Grade I means there is Good/Strong evidence supporting the statement;
      • Grade II is Fair;
      • Grade III is Limited/Weak;
      • Grade IV is Expert Opinion Only;
      • Grade V is Not Assignable.
      • High (A) means we are very confident that the true effect lies close to that of the estimate of the effect;
      • Moderate (B) means we are moderately confident in the effect estimate;
      • Low (C) means our confidence in the effect estimate is limited;
      • Very Low (D) means we have very little confidence in the effect estimate.
      • Ungraded means a grade is not assignable.