Simulated Approach to Veterinary Communication
Publikace umožňuje veterinárním pedagogům navrhovat od nuly, upravovat nebo přijímat autorovy vlastní komplexní, simulační kurikulum komunikace, které kombinuje andragogické principy, praxi založenou na důkazech a praktické nástroje pro zlepšení poskytování péče zaměřené na vztahy.
Kniha sleduje vývoj komunikačního školení a relační praxe ve zdravotnictví. Čtenáři se seznámí se základními komunikačními teoriemi a modely a také s rostoucím množstvím důkazů o tom, že efektivní komunikace zlepšuje poskytování zdravotní péče a výsledky pacientů prostřednictvím lepší výměny informací a silnějších vztahů mezi veterinárními klienty a poskytovateli zdravotní péče. Kniha převádí teorii do praktických aplikačních cvičení a nabízí 30 simulovaných setkání s klienty pro veterinární kurikulum. Tato premiéra celého kurikula poskytuje pedagogům kompletní, na důkazech založený rámec pro integraci komunikačního školení napříč všemi druhy a prostředími praxe.
Tento jedinečný zdroj nabízí praktickou implementaci, která je bezkonkurenční. Kniha představuje patnáct kapitol, které se zabývají teorií komunikace, modely a preferencemi komunikace s klienty, jakož i strategiemi pro návrh simulací. Doprovodné webové stránky poskytují všechny komponenty všech 30 simulací, včetně přípravných materiálů, simulačních scénářů, tabulek dveří, rubrik a podnětů k reflexi po setkání. Doprovodné webové stránky navíc nabízejí více než 150 připravených klinických případových vinět pro použití ve výuce. Modulární design umožňuje přizpůsobit obsah široké škále potřeb:
Pokyny pro specifickou komunikaci s psy, kočkami, koňmi, přežvýkavci a exotickými zvířaty a studenty lékařské praxe v praxi
Rámce založené na důkazech pro budování reflexivní praxe. To vyžaduje, aby poskytovatelé prohloubili své zkoumání sebe sama, protože se učí integrovat osobní, sociální a profesní identity, aby si vybudovali kapacitu pro své vlastní jedinečné poskytování péče zaměřené na vztahy.
Aplikace konzultačního modelu Calgary-Cambridge a souvisejících komunikačních dovedností na simulační zážitky
Kompletní scénáře, přípravné práce a reflexivní úkoly pro 30 simulací, které pokrývají šíři a hloubku klinické praxe, včetně návštěv wellness, návštěv nemocných a pohotovostních oddělení, konce života, ekonomické eutanazie, povinného hlášení týrání zvířat a konfliktů v rámci veterinárního týmu
Kniha je určená pro každého, kdo se podílí na výuce nebo učení komunikačních dovedností ve veterinární medicíně, včetně veterinárních fakult, pedagogů veterinárních techniků, tvůrců kurikula, koordinátorů kurzů klinických a profesních dovedností a veterinárních a studentů veterinárních oborů a veterinárních techniků, poskytuje plán pro návrh komunikačního kurikula. Tento text umožňuje rychlou implementaci efektivního a reprodukovatelného školení pro interpersonální požadavky moderní veterinární praxe.
Autor: Ryane E. Englar, Teresa Graham Brett
| Nakladatel | Wiley-Blackwell |
|---|---|
| ISBN | 9781394407873 |
| Vydání | 2026 |
| Vazba | brožovaná |
| Počet stran | 496 |
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.
[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
About the Author
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.
| Acknowledgment | v |
| Dedication | vii |
| About the Authors | xxv |
| Preface | xxvii |
| About the Companion Website | xxxii |
| PART 1 BUILDING A CASE FOR COMMUNICATION SKILLS TRAINING IN VETERINARY CURRICULA | 1 |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
| 11.14 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 |
| 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 |
| 15.8 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 |