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Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital
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...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6313854/ https://www.ncbi.nlm.nih.gov/pubmed/30513906 http://dx.doi.org/10.3390/vetsci5040099 |
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author | Sheats, M. Katie Hammond, Sarah Kedrowicz, April A. |
author_facet | Sheats, M. Katie Hammond, Sarah Kedrowicz, April A. |
author_sort | Sheats, M. Katie |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-6313854 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-63138542019-01-07 Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital Sheats, M. Katie Hammond, Sarah Kedrowicz, April A. Vet Sci Article 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. MDPI 2018-12-03 /pmc/articles/PMC6313854/ /pubmed/30513906 http://dx.doi.org/10.3390/vetsci5040099 Text en © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Sheats, M. Katie Hammond, Sarah Kedrowicz, April A. Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital |
title | Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital |
title_full | Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital |
title_fullStr | Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital |
title_full_unstemmed | Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital |
title_short | Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital |
title_sort | analysis of final year veterinary students’ telephone communication skills at a veterinary teaching hospital |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6313854/ https://www.ncbi.nlm.nih.gov/pubmed/30513906 http://dx.doi.org/10.3390/vetsci5040099 |
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