The skills, knowledge, aptitudes, and attitudes of successful veterinarians: a summary of presentations to the NCVEI subgroup (Brook Lodge, Augusta, Michigan, December 4-6, 2000)

Motivation and Experience Matters: What Veterinary Mentors Think About Learning Communication Skills: A Qualitative Study

Communication skills are a core competence in veterinary medicine. These skills play a pivotal role in professional success in the animal health professions. Over the last few decades, there has been an increased focus on communication skills in veterinary curricula. Conversely, we know less about the knowledge and motivation behind the communication skills of those veterinarians in different work domains who are acting as mentors outside the university. In 2016, semi-structured interviews (n = 16) were conducted with German practitioners in workplaces ranging from companion to farm animal practice, and throughout the veterinary industry, veterinary research, and government service. We combined two qualitative methods: a thematic analysis approach and the generation of types to identify characteristics associated with the acquisition of communication skills. In the current study, three main themes were developed: "Motivation," "Experiences with the acquisition of communication skills," and "Communication skills training during formal education." Within the identified themes, we recognized three types of communicators: "self-experienced," "extrinsic-experienced," and "unexperienced." We found that acquisition of communication skills was closely linked to motivation; therefore, motivation must be considered when developing communication skills curricula for learners and educators. By extrapolating the findings of this explorative study, we determined that intrinsically motivated mentors from the field should be a main source of veterinary education to promote further development in communication training. This qualitative study also determined that most non-university veterinary mentors had only a basic knowledge of teaching and learning communication skills, leading us to recommend formal training. Interchange between practicing veterinarians and veterinary educators and curriculum coordinators can foster relevant curricular modifications.

Communication identity in veterinary medicine: a grounded theory approach

It is well established that communication skills are a core competence in veterinary medicine. Most studies in the field of veterinary medicine have focused on communication as an interpersonal skill. Much less is known about communication in the context of professional identity formation. Semistructured interviews with practitioners from companion and farm animal practice, veterinary industry, veterinary research and government service were conducted in Germany in 2016. A grounded theory approach as described by Strauss and Corbin was used to identify characteristics associated with professional communication identity formation in veterinarians. According to the current study, the identity formation process occurs in three steps: existing personal communication identity, socialisation and professional communication identity. Essentials of interpersonal communication, communication interaction experiences at work, acquisition of communication skills and subjective clarification of veterinary communication ability and skills are the key factors associated with this formation process. Since communication skills are of uttermost importance for all fields of veterinary medicine, communication education, and supporting undergraduate students in the process of communication identity formation, should be an important part of the veterinary curriculum. Furthermore, integrating communication skills training in continuing education courses could foster professionalism in veterinary medicine.

From "One Health" to "One Communication": The Contribution of Communication in Veterinary Medicine to Public Health

Despite the fact that health communication is a discipline developed only recently, its importance in human medicine is well recognized. However, it is less considered in veterinary medicine, even if it has the potential to improve public health because of the role of veterinary medicine in public health. For this reason, an One Health approach is useful for communication as well. This approach leads to a "One Communication" concept, which is the result of the synergy in communicative efforts both in human and in veterinary medicine. Our analysis explores the potential of communication in several veterinary fields: institutions, food safety, companion animal and food-producing animal practice, pharmacology and drugs, wildlife fauna and environment. In almost all the areas of veterinary activity communication can contribute to human health. It takes many forms and use several channels, and this variety of communicative opportunities represent a challenge for veterinarians. For this reason, the communication course should be included in the curricula of Veterinary Medicine Schools. As One Health, One Communication is a strategy for expanding collaborations in health communication and it will enhance public health.

Professional competencies in health sciences education: from multiple intelligences to the clinic floor

Nontechnical competencies identified as essential to the health professional's success include ethical behavior, interpersonal, self-management, leadership, business, and thinking competencies. The literature regarding such diverse topics, and the literature regarding "professional success" is extensive and wide-ranging, crossing educational, psychological, business, medical and vocational fields of study. This review is designed to introduce ways of viewing nontechnical competence from the psychology of human capacity to current perspectives, initiatives and needs in practice. After an introduction to the tensions inherent in educating individuals for both biomedical competency and "bedside" or "cageside" manner, the paper presents a brief overview of the major lines of inquiry into intelligence theory and how theories of multiple intelligences can build a foundation for conceptualizing professional and life skills. The discussion then moves from broad concepts of intelligence to more specific workplace skill sets, with an emphasis on professional medical education. This section introduces the research on noncognitive variables in various disciplines, the growing emphasis on competency based education, and the SKA movement in veterinary education. The next section presents the evidence that nontechnical, noncognitive or humanistic skills influence achievement in academic settings, medical education and clinical performance, as well as the challenges faced when educational priorities must be made.

Applicant expectations and decision factors for jobs and careers in food-supply veterinary medicine

This article examines the job expectations of applicants as reported by recruiters interviewing food-supply veterinary medicine (FSVM) candidates and the career-choice decision factors used by year 3 and 4 veterinary students pursuing careers in FSVM. The responses of 1,047 veterinary recruiters and 270 year 3 and 4 students with a food-supply focus from 32 colleges of veterinary medicine in the United States and Canada were examined. Recruiters were asked to report the two most important job factors applicants took into account when deciding to accept an offer; students were asked the two most important reasons for choosing a career in FSVM and the two most important benefits of working as a food-supply veterinarian. Recruiters reported that high salaries and good benefits are the two most important decision factors. Interest in the food-animal career area and a desire for a rural, outdoor lifestyle were the top reasons students gave for choosing an FSVM career. Students saw the enjoyment of working with and helping producers and food animals as the most important benefits of a career in FSVM.

Part I: twenty-year literature overview of veterinary and allopathic medicine

Over the last 20 years, numerous reports, symposia, and workshops have focused on the challenges and changes facing veterinary and allopathic medicine. Many of these have specifically considered the changing economic and demographic profiles of the health professions, the specific roles of health professionals in society, and the importance of professional curricula in meeting changing professional and societal needs. Changing curricula to address future demands is a common thread that runs through all of these reports. Future demands most consistently noted include the fact that modern veterinary curricula must emphasize the acquisition of skills, values, and attitudes in addition to the acquisition of knowledge. Skills relating to business management, strong interpersonal communication, and problem solving have often been noted as lacking in current curricula. Furthermore, future curricula must allow for greater diversification and "specialization" among veterinary students; should promote greater opportunities for an emphasis on public health and population medicine, including food safety, food security, and bio- and agro-terrorism; and should motivate students to be active learners who possess strong lifelong learning skills and attitudes.

The use of a structured interview guide in veterinary college admissions

The University of Minnesota College of Veterinary Medicine incorporated a structured behavioral interview guide in its 2004 application cycle. This article presents the challenges associated with the incorporation of the guide, the methods used to ensure appropriate training for faculty and practicing veterinarians conducting interviews, and preliminary data regarding the guide's contribution to the admissions process.

End-of-Life Communication in Veterinary Medicine: Delivering Bad News and Euthanasia Decision Making

Given the expectations of clients and the resultant impact of end-of-life conversations on pet owners and the veterinary team, compassionate end-of-life communication is considered to be an ethical obligation, a core clinical skill, and integral to the success of a veterinary team. End-of-life communication is related to significant clinical outcomes, including enduring veterinarian-client-patient relationships and veterinarian and client satisfaction. Effective techniques for end-of-life communication can be taught and are a series of learned skills. The purpose of this article is to present best practices for delivering bad news and euthanasia decision-making discussions. In this article, the SPIKES six-step model (setting, perception, invitation, knowledge, empathize, and summarize) currently employed in medical curricula is utilized to structure end-of-life conversations in veterinary medicine.

Four Core Communication Skills of Highly Effective Practitioners

For 40 years, medical researchers have been studying physician-patient interactions, and the results of these studies have yielded three basic conclusions: physician-patient interactions have an impact on patient health, patient and physician satisfaction, adherence to medical recommendations, and malpractice risk; communication is a core clinical skill and an essential component of clinical competence; and appropriate training programs can significantly change medical practitioners' communication knowledge, skills, and attitudes. Many of these findings are applicable to the practice of veterinary medicine.

Work conditions, job preparation, and placement strategies for food-animal veterinarians

This study examines the responses of 1,047 human-resources personnel who recruit veterinarians for positions in their organizations. Work conditions in the organization, lifestyle and time-management issues, job benefits, job expectations, supervisor relations, and the physical demands of veterinary work are studied. Comparisons are made between four different occupational areas: food animals, mixed animals, companion animals, and industry positions in veterinary medicine. The findings portray a career in food animal medicine as very positive. Recruiters also make recommendations to colleges of veterinary medicine for strategies to improve the preparation and placement of their graduates.

Senior veterinary students' perceptions of using role play to learn communication skills

Recent studies of veterinary practice have suggested a correlation between well-developed communication skills and job satisfaction, career retention, customer satisfaction, decreased lawsuits, and financial remuneration for veterinarians. Veterinary educators are under growing pressure to teach functional communication skills to veterinary students; however, the methods employed have not been well evaluated. In this study we have evaluated veterinary student's attitudes to learning communication skills by participating in role play. The study indicates that experiential learning modalities such as role play are perceived as effective by students, despite reluctance to participate and some discomfort surrounding participation.

Use of the Roter interaction analysis system to analyze veterinarian-client-patient communication in companion animal practice

OBJECTIVE

To identify specific components of veterinarian-client-patient communication during clinical appointments in companion animal practice.

DESIGN

Cross-sectional descriptive study.

SAMPLE POPULATION

A random sample of 50 companion animal practitioners in southern Ontario and a convenience sample of 300 clients and their pets.

PROCEDURE

For each practitioner, 6 clinical appointments (3 wellness appointments and 3 appointments related to a health problem) were videotaped, and the Roter interaction analysis system (RIAS) was used to analyze the resulting 300 videotapes. Statements made during each appointment were classified by means of a communication framework reflecting the 4 essential tasks of the appointment (ie, data gathering, education and counseling, relationship building, and activation and partnership).

RESULTS

57% of the veterinarians contacted (50/87) and 99% of the clients contacted agreed to participate in the study. Mean duration of the appointments was 13 minutes. Typically, veterinarians contributed 62% of the total conversation and clients contributed 38%. Fifty-four percent of the veterinarian interaction was with the client, and 8% was with the pet. Data gathering constituted 9% of the veterinarian-to-client communication and was primarily accomplished through closed-ended questioning; 48% of veterinarian-to-client communication involved client education and counseling, 30% involved relationship building, and 7% involved activation and partnership (the remaining 6% constituted orientation).

CONCLUSIONS AND CLINICAL RELEVANCE

Results suggest that the RIAS was a reliable method of assessing the structure, process, and content of veterinarian-client-patient communication and that some veterinarians do not use all the tools needed for effective communication.