Empowers veterinary educators to design from scratch, modify, or adopt the authors’ own comprehensive, simulation-based communication curriculum, combining andragogical principles, evidence-based practice, and practical tools to enhance the delivery of relationship-centered care.
Simulated Approach to Veterinary Communication tracks the evolution of communication training and relational practice in healthcare. Readers are introduced to foundational communication theories and models, as well as the growing evidence that effective communication enhances healthcare delivery and patient outcomes through improved information exchange and stronger veterinary client-healthcare provider relationships. The book translates theory into practical application exercises, offering 30 simulated client encounters for veterinary curricula. This debut of an entire curriculum provides educators with a complete, evidence-based framework for integrating communication training across all species and practice settings.
This one-of-a-kind resource offers practical implementation that is unparalleled. The book presents fifteen chapters covering communication theory, models, and client communication preferences as well as strategies for simulation design. A companion website delivers all components of all 30 simulations, including preparatory materials, simulation scripts, door charts, rubrics, and post-encounter reflection prompts. In addition, the companion website offers over 150 ready-to-implement clinical case vignettes for in-class use. The modular design allows the content to be adapted to a wide variety of needs:
Species-specific communication guidance for canine, feline, equine, ruminant, and exotic animal practitioners and student doctors in training
Evidence-based frameworks for building reflective practice. This requires providers to deepen their exploration of self as they learn to integrate personal, social, and professional identities to build capacity for their own unique delivery of relationship-centered care
Application of the Calgary-Cambridge consultation model and associated communication skills to simulation experiences
Complete scripts, preparatory work, and reflection assignments for 30 simulations that span the breadth and depth of clinical practice, including wellness visits, sick and emergency visits, end-of-life, economic euthanasia, mandatory animal cruelty reporting, and conflict within the veterinary team
Designed for anyone involved in teaching or learning communication skills in veterinary medicine, including veterinary faculty, veterinary technician educators, curriculum developers, clinical and professional skills course coordinators, and veterinary and veterinary technician students, Simulated Approach to Veterinary Communication provides the blueprint for communication curricular design. This text allows for rapid implementation of effective, reproducible training for the interpersonal demands of modern veterinary practice
Acknowledgment v Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) and Teresa Graham Brett, JD Dedication vii Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) and Teresa Graham Brett, JD About the Authors xxv Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) and Teresa Graham Brett, JD Preface xxvii Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) and Teresa Graham Brett, JD About the Companion Website xxxii [PRINTED BOOK] PART 1 BUILDING A CASE FOR COMMUNICATION SKILLS TRAINING IN VETERINARY CURRICULA 1 Tracking the Perceived Need for Clinical Communication Training in Veterinary Medicine Over Time: Bridging the Gaps Between Education and Practice 3 1.1 The Case for Communication in Human Healthcare Curricula, 3 1.2 Pushback Against the Introduction of Communication Training to Veterinary Medical Education, 4 1.3 Turning the Tide: The Pew Report, 4 1.4 Acknowledging and Addressing Income Stagnation: The Brakke Study, 5 1.5 The State of the Veterinary Profession's Economic Health: The KPMG Study, 5 1.6 The Establishment of the National Commission on Veterinary Economic Issues, 6 1.7 Actions Taken by Other Stakeholders, 6 1.8 Additional Evidence for Communication Training in Veterinary Education, 9 1.9 The Roadmap for Veterinary Education, 10 1.10 The Push for Outcomes Assessment Gets Stronger, 10 1.11 Concerns About New Graduates' Lack of Confidence Persist: Reactions and Actions Taken, 10 1.12 Multiple Accrediting Bodies Accept the Evidence and Require Communication Training, 11 1.13 What's Next in Veterinary Medical Education?, 14 2 Understanding Self Before Understanding Others: Developing Awareness of Personal and Professional Identities 19 2.1 Relationship-centered Care in Veterinary Medicine, 20 2.2 Frames of Reference, 21 2.3 Identity as a Whole, 24 2.4 The Role of Professional Identity Formation in Understanding Self, 24 2.5 Integrating Personal, Social, and Professional Identities to Build Capacity for Culturally Responsive Care, 26 3 Interacting With Others in Healthcare: Mitigating Bias and Acknowledging the Effects of Expectations, Perceptions, and Assumptions on Framing Care and Forward Planning 32 3.1 Interpersonal Communication, Dialogic Communication, and Intergroup Interactions in Healthcare, 32 3.2 Adaptive Unconscious and Implicit/Explicit Learning, 42 3.3 Implicit Assumptions, Categorization, and Bias in Healthcare, 45 3.4 Malleability of Implicit Bias, 46 3.5 Moving From Reaction to Response, 50 3.6 Intent and Impact Are Not Always the Same, 51 3.7 Intent and Impact in Healthcare Settings, 53 3.8 A Brief Examination of Feedback, 54 3.9 Post-simulation Feedback and the Potential for Discrepancies Between the Learner's Experience and the Simulated Client's, 54 4 Viewing Communication Through Another's Lens: Which Communication Skills Do Canine and Feline Caregivers Prioritize? 62 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) 4.1 The Evolving Human–Animal Bond, 62 4.2 Four Foundational Communication Skills: RENO, 64 4.3 Expanding the Communication Toolbox: TONERR, 72 4.4 Towards a Deeper Understanding of Dog-owner and Cat-owner Communication Preferences, 75 4.5 Cost of Care-related Communication Preferences, 79 4.6 Communication Preferences of Cat and Dog Breeders, 81 4.7 Concluding Thoughts, 84 5 Viewing Communication Through Another's Lens: Which Communication Skills Do Equine Caregivers Prioritize? 93 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) 5.1 Establishing Elements That Are Foundational to Success in Equine Practice from the Client's Perspective, 93 5.2 Building Upon the Foundation of Successful Veterinarian–Client Relationships, 94 5.3 Additional Considerations on Partnership and the Need for Veterinarians to Assess Clients' Knowledge, 96 5.4 Expectations Surrounding Decision-making and Financing Care, 97 5.5 Concluding Thoughts, 98 6 Viewing Communication Through Another's Lens: Considerations for Communicating With Bovine Producers 101 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) 6.1 The Shift in Role from Reactive Expert-in-charge to Proactive Guide-on-the-side, 101 6.2 Lessons from Motivational Interviewing, 103 6.3 Diving Deeper into Motivation: What Drives the Dairy Farmer?, 107 6.4 Beyond Motivation: Considering Differences in Learning Styles, 109 6.5 The “Hard-to-reach Farmer”, 111 6.6 Other Stakeholders and Associated Challenges, 113 6.7 Motivations and Barriers from the Veterinarian's Perspective, 114 6.8 Applications: Communication About Biosecurity, 115 6.9 Applications: Communication About Antibiotic Use, 116 6.10 Applications: Communication About Lameness, 117 6.11 Applications: Communication About Calf-rearing, 117 6.12 Concluding Thoughts, 118 7 Viewing Communication Through Another's Lens: Considerations for Communicating With Exotic Animal Caregivers 124 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) 7.1 Communicating With Caregivers of Amphibians, 129 7.2 Communicating With Caregivers of Reptiles, 132 7.3 Communicating With Caregivers of Avian Species, 146 7.4 Communicating With Caregivers of Exotic Companion Mammals (ECMs), 153 7.5 Concluding Thoughts, 161 8 Communication Models: Integrating Theory Into Practice 166 8.1 The Development of Consultation Models, 168 8.2 The Calgary–Cambridge Model, 171 8.3 The Revised Calgary–Cambridge Model for Veterinary Patients, 174 8.4 Limitations of Consultation Models, 175 8.5 Englar–Brett Adaptations of the Calgary–Cambridge Consultation Model, 177 9 Incorporating Communication Into Curricula: Learning Through Engaging 182 9.1 The Emergence of Skills Training in Healthcare Programs, 182 9.2 Where Does Communication Fit?, 184 9.3 Redefining Learners, 185 9.4 Optimizing Our Approach to Learning, 187 9.5 Curricular Integration of Communication Training, 190 9.6 Concluding Thoughts, 193 10 Structuring Simulated Client Encounters 198 10.1 Prior to Simulation: The Realm of Authentic Interactions, 198 10.2 The Shift Toward Simulation, 202 10.3 Simulation Decision-making: What Is Required to Invest in Simulations for Communication Training?, 203 10.4 Simulation Decision-making: Who Is Required for Communication Simulations?, 208 10.5 Simulation Decision-making: How Are Communication Simulations Structured?, 216 10.6 Additional Considerations with Respect to Assessment, 222 10.7 Other Simulation Options, 223 11 Scripting Simulated Client Encounters 226 11.1 Planning for Simulation, 226 11.2 How Real Is Real?, 228 11.3 Defining a Scenario, 230 11.4 Selecting a Scriptwriting Team, 233 11.5 Developing Overarching Goals of the Simulation, 234 11.6 Formulating Learning Objectives, 237 11.7 Establishing Case Logistics, 239 11.8 Detailing the Client: Character Development, 239 11.9 Detailing the Patient(s): Character Development, 244 11.10 Establishing the Rules of the Simulation (From the Perspective of the SC), 248 11.11 Establishing the Opening Statement, 249 11.12 Providing Special Instructions or Prompts, 249 11.13 Providing Rubrics for SC Written Feedback, 252 11.14 What Learners Are Given in Advance of the Encounter?, 253 11.15 SC Training, 253 11.16 Piloting and Revising, 254 11.17 Concluding Thoughts, 254 12 Preparing the Learner for Simulated Client Encounters: Investing in Preparatory Work 257 12.1 Toward a Shared Definition of Preparatory Work, 259 12.2 Differing Perspectives on Prework: The Educator's Point of View, 261 12.3 Differing Perspectives on Prework: The Learner's Point of View, 263 12.4 Prework for Simulations at the University of Arizona College of Veterinary Medicine, 264 12.5 Same-day on-site Briefing for Simulations at the University of Arizona College of Veterinary Medicine, 269 12.6 Concluding Thoughts on Preparatory Work for Simulations, 273 13 Becoming a Reflective Practitioner: Building Value into Post-encounter Reflections 276 13.1 Toward a Working Definition of What It Means to Be Reflective, 278 13.2 Reflective Practitioners Must First Become Reflective Learners, 283 13.3 Reflective Practice Is a Learned Skill: Making Meaning of Learning, 286 13.4 Models of Reflective Practice, 290 13.5 Strategies for Incorporating Reflective Practice into Curricula, 303 13.6 Our Process for Incorporating Reflective Practice into Our Simulation Program Within Professional Skills Coursework at the University of Arizona College of Veterinary Medicine, 311 13.7 Concluding Thoughts, 319 14 The Path Forward: Making the Simulation Experience More Inclusive 325 15 Technological Advances in Communications Training: The Emergence of Veterinary DialogueTrainer as a Leading Interactive Teaching Tool 328 Quintie Stoel (MSc), Saskia Nab (DVM) and Jolanda Jansen (PhD, MSc) 15.1 The Relevance of Simulation-based Training (SBT), 328 15.2 The Next Level of Simulation-based Training (SBT): The Veterinary DialogueTrainer (VDT), 328 15.3 What Does a VDT Role-play Look Like?, 329 15.4 Veterinary DialogueTrainer Dashboard and Data Collection, 330 15.5 How Is Each VDT Virtual Role-play Customized?, 331 15.6 Current Users of the Veterinary DialogueTrainer, 333 15.7 Embedding VDT Simulations into a Comprehensive E-learning, 333 15.8 Current Topics and Species Coverage in VDT Role-plays, 334 15.9 Evidence for the VDT as an Innovative Tool to Improve the Efficacy of Communication Skills Training, 335 15.10 The Endless Possibilities of Veterinary DialogueTrainer, 335 15.11 Ready to Try a VDT Demo? Developed in Partnership with the University of Arizona College of Veterinary Medicine: Intra-team Conflict, 336 15.12 Customizing the Veterinary DialogueTrainer to Meet Your Needs: Contact the Team Today!, 336 Appendix A What the Current Literature Tells Us About Simulation-based Education (SBE) in Veterinary Curricula 338 Appendix B The Englar–Brett Communication Consultation Models 443 Index 453 [COMPANION WEBSITE] PART 2 Case Vignettes for Role-play and In-class Discussion 16 Clinical Case Vignettes: Canine/Feline 16-1 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) 17 Clinical Case Vignettes: Equine 17-1 Sarah Eaton, DVM, DACT, CVA, DABVP-Equine 18 Clinical Case Vignettes: Small Ruminant 18-1 Skyler Bentley and Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) 19 Clinical Case Vignettes: Bovine 19-1 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) Jennifer Koziol, DVM, MS, DACT Appendix C Integrative Assignments C-1 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) Teresa Graham Brett, JD Appendix D Overview of Simulations at the University of Arizona College of Veterinary Medicine (UA-CVM) D-1 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) Teresa Graham Brett, JD Appendix E Door Charts: What Information Learners Are Given Before They Enter the Simulated Exam Room E-1 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) Teresa Graham Brett, JD Appendix F Pre-encounter Assignments (PreWork): What the Learner Completes Prior to Engaging in the Simulation F-1 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) Teresa Graham Brett, JD Appendix G Post-encounter Reflection Assignments: What the Learner Completes After Engaging in the Simulation G-1 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) Teresa Graham Brett, JD Appendix H Scripts for Simulations H-1 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) Teresa Graham Brett, JD Appendix I Rubrics for Written Feedback I-1 Ryane E. Englar, DVM, DABVP (Canine and Feline Practice) Teresa Graham Brett, JD
Ryane E. Englar, DVM, DABVP (Canine and Feline Practice), is Professor of Practice and Executive Director of Clinical and Professional Skills at the University of Arizona College of Veterinary Medicine in Oro Valley, Arizona, USA. Teresa Graham Brett, JD, is Senior Associate Dean for Student and Community Engagement at the University of Arizona College of Veterinary Medicine in Oro Valley, Arizona, USA.
