Expectations of Graduate Communication Skills in Professional Veterinary Practice

• Published in: Journal of veterinary medical education Vol. 44; no. 2; p. 268
• Main Authors: Haldane, Sarah, Hinchcliff, Kenneth, Mansell, Peter, Baik, Chi
• Format: Journal Article
• Language: English
• Published: Canada 01.06.2017
• Subjects: Adult; Clinical Competence; Communication; Curriculum; Education, Veterinary; Female; Humans; Male; Middle Aged; Physician-Patient Relations; Practice Patterns, Physicians; Surveys and Questionnaires; Victoria; Young Adult; communications; curriculum; outcomes; educational methods; competency/competencies
• ISSN: 0748-321X
• DOI: 10.3138/jvme.1215-193R

Good communication skills are an important entry-level attribute of graduates of professional degrees. The inclusion of communication training within the curriculum can be problematic, particularly in programs with a high content load, such as veterinary science. This study examined the differences between the perceptions of students and qualified veterinarians with regards to the entry-level communication skills required of new graduates in clinical practice. Surveys were distributed to students in each of the four year levels of the veterinary science degree at the University of Melbourne and to recent graduates and experienced veterinarians registered in Victoria, Australia. Respondents were asked to rank the relative importance of six different skill sets: knowledge base; medical and technical skills; surgical skills; verbal communication and interpersonal skills; written communication skills; and critical thinking and problem solving. They were then asked to rate the importance of specific communication skills for new graduate veterinarians. Veterinarians and students ranked verbal communication and interpersonal skills as the most important skill set for an entry-level veterinarian. Veterinarians considered many new graduates to be deficient in these skills. Students often felt they lacked confidence in this area. This has important implications for veterinary educators in terms of managing the expectations of students and improving the delivery of communication skills courses within the veterinary curriculum.