Evaluation of Fourth-Year Veterinary Students' Client Communication Skills: Recommendations for Scaffolded Instruction and Practice

Abstract

Effective client communication is important for success in veterinary practice. The purpose of this project was to describe one approach to communication training and explore fourth-year veterinary students' communication skills through an evaluation of their interactions with clients during a general practice rotation. Two raters coded 20 random videotaped interactions simultaneously to assess students' communication, including their ability to initiate the session, incorporate open-ended questions, listen reflectively, express empathy, incorporate appropriate nonverbal communication, and attend to organization and sequencing. We provide baseline data that will guide future instruction in client communication. Results showed that students' communication skills require development. Half of the students sampled excelled at open-ended inquiry (n=10), and 40% (n=8) excelled at nonverbal communication. Students needed improvement on greeting clients by name and introducing themselves and their role (n=15), reflective listening (n=18), empathy (n=17), and organization and sequencing (n=18). These findings suggest that more focused instruction and practice is necessary in maintaining an organized structure, reflective listening, and empathy to create a relationship-centered approach to care.

Perceptions of Veterinarians and Veterinary Students on What Risk Factors Constitute Medical Disputes and Comparisons between 2014 and 2022

“…In the past, it was generally believed that communication skills were common sense, but it gradually transformed into one of the core competencies of veterinary professionals [ 18 , 19 , 20 , 21 ]. Therefore, the world organization for animal health (WOAH, founded as OIE) announced the core veterinary education curriculum in May 2012, which included “clinical communication courses” to improve communication effectiveness, reduce work pressure and prevent clients’ complaints [ 16 , 17 , 22 , 23 , 24 , 25 , 26 ].…”

“…Students’ successful transition into clinical practice depends on communication competence by improving client satisfaction and reducing the risk of medical disputes [ 27 ]. However, recent veterinary graduates may need more communication skills or abilities from veterinary education or training to manage the inevitable distress in daily work [ 18 ]. For example, they try to deliver bad news, talk about euthanasia or terminal disease, show empathetic attitudes, deal with complaints, and even medical expense arguments [ 28 ].…”

Integrating the Multicultural Veterinary Medical Association actionables into diversity, equity, and inclusion curricula in United States veterinary colleges

“…Existing person-focused veterinary courses are often limited to clinical communication curriculum where building trust between the veterinarian and client is focused primarily on client compliance and delivering scientific information in plain language 49,50 versus understanding (a) where our mutual biases influence clinical reasoning, (b) how different sociocultural backgrounds affect power and trust between the veterinarian and client, and (c) what our client's individual challenges, needs, and preferences are for care.…”

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).…”