Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital

Abstract

Client communication is a core clinical skill that is taught as part of the required curriculum at many veterinary colleges. Although much client communication occurs face-to-face, telephone communication is used to provide patient updates, relay results of diagnostic tests, and check on discharged patients. This research explored fourth year veterinary medical students’ telephone communication skills. We recorded and analyzed the transcripts of 25 calls students made to clients of three different services in the Veterinary Teaching Hospital. Additionally, we explored the perspectives of veterinary educators by distributing a survey to university faculty and house officers (n = 57). Results indicate that students excelled at identifying the patient and purpose of the call and incorporating professional language and clear explanations. They require development in providing structure and incorporating core communication skills. Compared with our survey results, the student findings are at odds with clinicians’ expectations of students’ communication abilities. We conclude that additional training is required to familiarize students with expectations regarding telephone communication, including reviewing the case thoroughly, preparing to answer questions and provide explanations, following organizational protocol, and incorporating open ended questions, reflective listening, and empathy. This data will inform design, and help to measure the impact, of telephone communication education and training that will be incorporated into the existing veterinary communication curriculum.

Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training

“…Participants learn both the technical terminology of the sciences alongside the tacit tone and language required for communicating successfully with clients and colleagues in various contexts, for example on the farmyard, in the consultation room, in theatre or the staff room. The importance of language and the way in which WCT students use it is reflected in the emphasis now placed on communication skills in modern veterinary curricula ( 49 – 53 ).…”

A narrative review exploring the professional practice training requirement of therapeutic radiographers undertaking effective remote/telephone review clinics in place of face-to-face radiographer-led review clinics during the COVID-19 pandemic

“…Sheats et al 25 who analysed 25 phone calls of final year veterinary students, also identified gaps in their telephone communication, concluding that specific education is needed to improve case review, preparation in addressing questions or concerns, following of organisational protocols along with listening and reflection skills related to demonstration of empathy. Grevemeyer et al 26 stress the importance of specific telephone training for veterinary students and discuss their programme which incorporates the Calgary-Cambridge Guide (CCG) as a conceptual framework for this tailored communication skills training which includes practically simulated telephone communication.…”

Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training

“…Participants learn both the technical terminology of the sciences alongside the tacit tone and language required for communicating successfully with clients and colleagues in various contexts, for example on the farmyard, in the consultation room, in theatre or the staff room. The importance of language and the way in which WCT students use it is reflected in the emphasis now placed on communication skills in modern veterinary curricula (48)(49)(50)(51)(52).…”