Evaluation of communication skills training programs at North American veterinary medical training institutions

• Published in: Journal of the American Veterinary Medical Association Vol. 255; no. 6; p. 722
• Main Author: Shaw, Jane R
• Format: Journal Article
• Language: English
• Published: United States 15.09.2019
• Subjects: Animals; Canada; Communication; Curriculum; Education, Veterinary; Humans; United States; Canada; United States
• ISSN: 1943-569X
• DOI: 10.2460/javma.255.6.722

To describe how North American veterinary medical teaching institutions (VMTIs) provide communication skills training to students. Faculty coordinators of communication skills training programs (CSTPs) at 30 North American VMTIs. An online survey instrument was designed and administered to each respondent followed by a telephone (n = 28) or in-person (2) interview. The survey and interview process were designed to evaluate all aspects of CSTPs, such as communication framework used, program format, number of student-contact hours, staffing models, outcome assessment, faculty background, program priorities, and challenges. Descriptive results were generated, and guidelines for future development of CSTPs were recommended. 27 US and 3 Canadian VMTIs were represented, and communication skills training was required at all. Twenty-five CSTPs used the Calgary-Cambridge Guide framework. Respondents provided a mean of 33 student-contact hours of training, primarily in the first 3 years of the veterinary curriculum in lecture (mean, 12 hours), communication laboratory (13 hours), and self-study (8 hours) formats with formative feedback. Communication skills training was integrated with other disciplines at 27 VMTIs. Most CSTPs were coordinated and taught by 1 faculty member with a < 0.50 full-time equivalent commitment and no administrative support. Stated priorities included acquisition of resources for CSTP faculty, administrative support, and video-equipped facilities; increasing integration of CSTPs into curricula; and assessment of educational outcomes. Results suggested that support for CSTPs and recognition of their value continue to grow, but a lack of resources, faculty expertise, validated methods for outcomes assessment, and leadership remain challenges.