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Soltero E, Villalobos CD, Englar RE, Graham Brett T. Evaluating Communication Training at AVMA COE-Accredited Institutions and the Need to Consider Diversity within Simulated Client Pools. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:192-204. [PMID: 35312469 DOI: 10.3138/jvme-2021-0146] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
The push for competency-based veterinary medical education by accrediting bodies has led to the inclusion of non-technical skills within curricula. Communication, self-awareness, and cultural humility are considered essential for post-graduate success. To facilitate skills development, veterinary educators have incorporated a variety of modalities including lecture, group discussions, virtual and peer-assisted learning, role play, video review of consultations, and simulated clients (SCs). The overarching goal is developing students into self-reflective practitioners through exposure to clinical scenarios that enhance and embody diversity. Decision making about case management is subject to stereotypes, bias, and assumptions. Racial and ethnic disparities reported in health care can adversely impact patient outcomes. This study was conducted to evaluate communication training and diversity among SC pools within veterinary colleges. A questionnaire was electronically disseminated to assistant/associate deans and/or directors of curriculum/education at 54 American Veterinary Medical Association Council on Education-accredited or provisionally accredited colleges of veterinary medicine. Twenty-one institutions are represented within the data set. Participating institutions summarized their communication curricula: 18 (85.71%) used SCs. Over 55% of these did not track SC demographic data or social identities; among institutions that did track, SCs were primarily monolingual English-speaking (77%), non-disabled (94.2%), white (90.4%), non-Hispanic/Latinx (98.6%) women (57%) over age 56 (64%). Sixteen institutions agreed with the statement "I do not feel that our SC pool is adequately diverse." Respondents shared that lack of time and capacity for recruitment were barriers to diversifying SC pools and proposed strategies to improve outreach.
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Affiliation(s)
- Elizabeth Soltero
- University of Arizona College of Veterinary Medicine, 1580 E Hanley Blvd., Oro Valley, AZ 85737 USA
| | - César D Villalobos
- Office of Diversity and Inclusion, University of Arizona College of Veterinary Medicine, 1580 E Hanley Blvd., Oro Valley, AZ 85737 USA
| | - Ryane E Englar
- Associate Professor of Practice, University of Arizona College of Veterinary Medicine, 1580 E Hanley Blvd., Oro Valley, AZ 85737 USA
| | - Teresa Graham Brett
- Diversity, and Inclusion, and Assistant Professor of Veterinary Medicine, University of Arizona College of Veterinary Medicine, 1580 E Hanley Blvd., Oro Valley, AZ 85737 USA
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Chen ZF, Hsu YHE, Lee JJ, Chou CH. Perceptions of Veterinarians and Veterinary Students on What Risk Factors Constitute Medical Disputes and Comparisons between 2014 and 2022. Vet Sci 2023; 10:vetsci10030200. [PMID: 36977239 PMCID: PMC10056102 DOI: 10.3390/vetsci10030200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2023] [Revised: 02/16/2023] [Accepted: 02/26/2023] [Indexed: 03/08/2023] Open
Abstract
This study compared the risk perceptions of medical disputes among veterinarians and veterinary students in Taiwan between 2014 and 2022. Online validity-tested questionnaires were used to collect data, with 106 (73 veterinarians and 33 students) and 157 (126 veterinarians and 31 students) surveys collected in 2014 and 2022, respectively. Respondents would be asked to rate their perceptions on how likely each risk factor constitutes a medical dispute according to their past experiences on a five-point Likert scale from 1 to 5: “Very unlikely, unlikely, neutral, likely, very likely.” The results showed that overall risk perceptions increased significantly in 2022 compared to 2014, with the top risk factors being attitudes during interactions and complaint management among experienced veterinarians. In contrast, students considered medical skills and clients’ perspectives as the top two risk factors, with complaints management ranking as the least significant factor. The findings suggest that effective communication and complaint management are crucial in preventing medical disputes, highlighting the importance of developing these skills in young veterinarians and veterinary students to reduce medical disputes. The study also recommends increasing practical experiences of medical disputes and complaint management in veterinary education to bridge the gap between the perceptions of experienced veterinarians and students.
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Affiliation(s)
- Zih-Fang Chen
- Zoonoses Research Center, School of Veterinary Medicine, National Taiwan University, Taipei 10617, Taiwan
| | - Yi-Hsin Elsa Hsu
- Executive Master Program of Business Administration in Biotechnology, Taipei Medical University, Taipei 11031, Taiwan
- School of Healthcare Administration, Taipei Medical University, Taipei 11031, Taiwan
- Correspondence: (Y.-H.E.H.); (C.-H.C.)
| | - Jih-Jong Lee
- Institute of Veterinary Clinical Science, School of Veterinary Medicine, National Taiwan University, Taipei 10617, Taiwan
| | - Chung-Hsi Chou
- Zoonoses Research Center, School of Veterinary Medicine, National Taiwan University, Taipei 10617, Taiwan
- Correspondence: (Y.-H.E.H.); (C.-H.C.)
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The Art and Science of Consultations in Bovine Medicine: Use of Modified Calgary – Cambridge Guides, Part 2. MACEDONIAN VETERINARY REVIEW 2023. [DOI: 10.2478/macvetrev-2023-0011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023] Open
Abstract
Abstract
This article, part 2 of a 2-part series, describes the next two steps in the application of the Modified Calgary-Cambridge Guides (MCCG) to consultations in bovine medicine, ‘explanation and planning’, and ‘closing the consultation’, and introduces concepts that are associated with all the components of the guide, ‘building the relationship with the client’ and ‘providing structure to the consultation’. Part 1 introduced the aim and framework of the MCCG which enables the practitioner to gain an insight into the client’s understanding of the problem, including understanding aetiology, epidemiology and pathophysiology. Part 2 introduces the framework that provides the opportunity to understand the client’s expectations regarding the outcome, their motivation and willingness to adhere to recommendations. It also describes how to engage and acknowledge the client as an important part of the decision-making process, how to establish responsibilities of both the client and practitioner, and how to reach out to the client at the conclusion of the consultation to make certain that the client’s expectations were met.
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Byrnes MK. Professional Skills Teaching within Veterinary Education and Possible Future Directions. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:686-692. [PMID: 34499594 DOI: 10.3138/jvme-2021-0038] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Once ignored for their potential to take up precious time within the veterinary curriculum at the expense of hard science and technical competencies, professional skills such as ethical conduct, professional conduct, and communication skills are now considered essential in the creation of successful and employable graduates. Despite the requirement to include professional skills in veterinary curricula, limited communication among colleges and inconsistent documentation of curricular developments have led to a wide range of teaching and assessment methods with no consistent standards existing among colleges. Integration of professional competency teaching into the general curriculum is lauded widely, but barriers such as faculty buy-in have kept many colleges from moving toward a standard in which professional competencies are integrated into the general curriculum. The aim of this article is to provide veterinary educators and curriculum designers with an understanding of the rationale for including professional skills teaching within the curriculum while also presenting currently used, as well as recommended, strategies for effective instruction of professional skills.
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Rauch M, Bettermann V, Tipold A, Wissing S, Kleinsorgen C. Use of Actors or Peers as Simulated Clients in Veterinary Communication Training. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 50:e20210055. [PMID: 35617632 DOI: 10.3138/jvme-2021-0055] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Using simulated clients is an effective teaching method for training and assessing communication skills in veterinary education. The aim of this study is to evaluate the use of actors and peers in communication skills training in veterinary medicine. For this purpose, the subjective perception of the use of actors was assessed in a first study using a paper-based self-evaluation survey. In a second study, different groups of veterinary students who trained their communication skills with actors or peers were compared in an electronic Objective Structured Clinical Examination (eOSCE) assessment with regard to their outcomes of communication proficiency. All participants reported the actors to be helpful and supportive in learning communication skills. Above all, participants highly rated the achieved authenticity when using actors as well as feedback sessions. Regarding the comparison of actors and peers as teaching methods, no significant difference in the performance of veterinary students in an eOSCE was identified. Despite the lack of objective evidence, both methods may be considered valuable and accepted teaching tools. Training with peers gives students an opportunity to learn how to conduct structured history interviews and to understand pet owners' motives at an early stage of undergraduate veterinary training. Change of perspective is considered a positive training element. However, when portraying authentic and standardized emotions and reactions and giving formative feedback based on the pet owners' internal perspectives, actors are beneficial for training advanced veterinary students and graduates in difficult conversation topics.
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Janke N, Shaw JR, Coe JB. Evaluating third- and fourth-year veterinary students' communication skills knowledge and performance at Colorado State University. J Am Vet Med Assoc 2022; 260:1-13. [PMID: 35417416 DOI: 10.2460/javma.21.06.0289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
OBJECTIVE To assess the impact of a communication program on a cohort of veterinary students' knowledge and performance of communication skills. SAMPLE Class cohort of veterinary students at Colorado State University. PROCEDURES Year 3 students' knowledge of communication skills was evaluated using quizzes, administered before and after the fall 2016 and spring 2017 Clinical Communication Skills-I and II junior practicum. In year 4, student performance of 22 Calgary-Cambridge Guide communication skills was assessed by coding video-recordings of student-client interactions collected during their second and fourth weeks of the Community Practice rotation in the summer and fall of 2017 and spring of 2018. The impact of training, association with demographic factors, and correlation between knowledge and performance of communication skills were investigated. RESULTS In year 3, 136 students completed both fall and spring quizzes; in year 4, 65 week-2 and 29 week-4 appointments were video-recorded during Community Practice rotation. Students' knowledge assessed via quizzes containing skill spotting and skill demonstrating questions increased significantly after the fall and spring junior practicums; however, knowledge of communication skills was not associated with performance during year 4 Community Practice rotations. Communication skills most frequently demonstrated by students during the fourth year Community Practice rotation were open-ended questions, closed-ended questions, empathy toward the client and patient, providing "chunks" of information, and signposting. Students received high quality scores for non-verbal behaviors and logical clinical interview structure. CLINICAL RELEVANCE Results suggest that experiential learning techniques, including a flipped classroom approach, role-play, and communication laboratories contributed to increased student knowledge of communication skills.
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Affiliation(s)
- Natasha Janke
- 1Department of Clinical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO
| | - Jane R Shaw
- 1Department of Clinical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO
| | - Jason B Coe
- 2Department of Population Medicine, Ontario Veterinary College, University of Guelph, Guelph, ON, Canada
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Routh J, Paramasivam SJ, Cockcroft P, Nadarajah VD, Jeevaratnam K. Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training. Front Vet Sci 2022; 9:833034. [PMID: 35464375 PMCID: PMC9021599 DOI: 10.3389/fvets.2022.833034] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Accepted: 02/14/2022] [Indexed: 11/24/2022] Open
Abstract
Learning theories are abstract descriptions which help us make sense of educational practice. Multiple theories can inform our understanding of a single concept, in this case: veterinary workplace clinical training (WCT), which occurs just prior to students' graduation as competent veterinary surgeons. The competency movement has strongly influenced reforms in veterinary education and is considered important. In reflection of this, the term “preparedness” is operationalised here as a measure of the likelihood that the veterinary student is going to be a competent learner and participant during WCT. Preparedness itself is therefore important because it directly impacts performance. Workplace clinical training is explored through the lenses of cognitivist, social constructivist and socio-culturalist learning theories and used to inform student preparedness characteristics (“tools”) in terms of their behaviours, personal attributes, knowledge and skills, and awarenesses to optimise learning and participation. These form a new conceptual framework—the “Preparedness Toolkit.”
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Affiliation(s)
- Jennifer Routh
- School of Veterinary Medicine, University of Surrey, Guildford, United Kingdom
- *Correspondence: Jennifer Routh
| | | | - Peter Cockcroft
- School of Veterinary Medicine, University of Surrey, Guildford, United Kingdom
| | - Vishna Devi Nadarajah
- Division of Human Biology, School of Medicine and IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia
| | - Kamalan Jeevaratnam
- School of Veterinary Medicine, University of Surrey, Guildford, United Kingdom
- Kamalan Jeevaratnam
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Ünsal Adaca A. Analysis of Turkish Veterinary Students' Self-perception of Communication Competencies Based on Gender Differences. JOURNAL OF VETERINARY MEDICAL EDUCATION 2021; 48:756-763. [PMID: 33493093 DOI: 10.3138/jvme-2020-0048] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Communication skills are teachable and learnable skills, which have a vital position among other clinical skills because a student's ability to communicate can increase empathy. The focus of this article is to determine how senior students evaluate themselves regarding communication competence and whether gender has an impact on their perception. The study included 128 volunteering students, using the Communication Competence Scale, consisting of 30 questions, as a data collection tool and the independent samples t-test for statistical evaluations. The evaluation of all participants showed that male participants had the highest score, and female participants had the lowest. However, there was no statistically significant difference between female and male participants' total scores (p = 0.605). There was a statistically significant difference between female and male students in terms of the social competency, empathy, and adaptability. Female scores for empathy were statistically higher than those of males. Male students scored themselves higher than females in terms of social competency and adaptability. In the context of the students' perceptions of their communication competence, it was determined that females assessed themselves to be more empathetic and males perceived themselves to be more social and adaptable. This research is significant as it is the first study of Turkish veterinary students' self-perception of communication competence. Communication training may become more robust in veterinary curricula in Turkey, and further research will be affected by this issue.
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Ünsal Adaca A. Türk Veteriner Fakültesi Öğrencilerinin İletişim Yeterlikleri Algısının Cinsiyet Farklılıklarına Göre Analizi. JOURNAL OF VETERINARY MEDICAL EDUCATION 2021; 48:781-788. [PMID: 34898398 DOI: 10.3138/jvme-2020-0048.tr] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
İletişim becerileri, bir öğrencinin iletişim kurma yeteneği ile empati becerisini arttırabilmesi nedeniyle diğer klinik beceriler arasında önemli bir yere sahip olan öğretilebilir ve öğrenilebilir becerilerdir. Bu çalışmanın amacı, veteriner fakültesi son sınıf öğrencilerinin iletişim konusunda kendilerini nasıl değerlendirdiklerini ve cinsiyetin bu algı üzerinde bir etkisi olup olmadığını belirlemektir. Çalışma 128 gönüllü öğrenci ile 30 sorudan oluşan İletişim Yeterlilik Ölçeği kullanılarak gerçekleştirilmiş, bağımsız örneklemlerde t-testi ile istatistiksel değerlendirme yapılmıştır. Yapılan değerlendirmeye göre, tüm katılımcılar arasında erkeklerin en yüksek puanı, kadınlar en düşük puanı aldığı görülmüştür. Ancak kadın ve erkeklerin toplam puanları arasında istatistiksel olarak anlamlı fark bulunamamıştır (p=0.605). Kadın ve erkekler arasında sosyal yeterlilik, empati yeterliği ve uyum yeterliği açısından anlamlı fark bulunmuştur. Kadınlar empati yeterliğinde, erkekler ise sosyal yeterlilik ve uyum yeterliğinde daha yüksek puan almıştır. İletişim yeterlikleri algısı bakımından kadınlar kendilerini daha empatik, erkekler ise daha sosyal ve uyumlu bulmuştur. Bu çalışma Türk veteriner fakültesi öğrencilerinin iletişim yeterlikleri konusunda öz algılarını yansıtan ilk çalışma olması bakımından önemlidir. İletişim becerileri eğitimi Türkiye’de veteriner fakülteleri müfredatında daha güçlü hale gelecek ve bu konu ileri araştırmaların yapılmasını teşvik edecektir.
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Pun JKH. Comparing veterinary students' and practitioners' perceptions of communication in a bilingual context. Vet Rec 2021; 189:e587. [PMID: 34132403 DOI: 10.1002/vetr.587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 04/26/2021] [Accepted: 05/31/2021] [Indexed: 11/10/2022]
Abstract
BACKGROUND Using veterinary medicine as the clinical context, this case study elicited perspectives of practitioners and students in Hong Kong about the impact of their communication skills on clinical practice. METHODS A cross-sectional mixed-method design was adopted. Fifty students from the Bachelor of Veterinary Medicine programme were surveyed about their perspectives on expected communication needs as future practitioners and their perceptions of communication skills to be acquired in their programme. Semi-structured interviews were conducted with five veterinary medical practitioners to ask how they themselves feel about communicating in bilingual situations. RESULTS The students highlighted that English is the predominant instructional language in their training, although there are evident discrepancies between the curriculum and the clinical setting given the three predominant languages used in Hong Kong. The veterinary medical practitioners also highlighted strategies for clear communication, and the significance of interpersonal skills as effective communication is essential for learners in training to ensure client satisfaction and optimal clinical outcomes. CONCLUSION This study can offer insights to educators on ways to bridge veterinary training and the clinical setting in bilingual contexts where communication problems result from language differences used for instruction and in clinical settings. Taking cultural context into consideration, multimodal teaching and learning materials can be developed to accommodate students' needs for both academic and professional purposes.
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Affiliation(s)
- Jack K H Pun
- Department of English, The City University of Hong Kong, Hong Kong SAR, China
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