Respondents to an American College of Veterinary Surgeons diplomate survey support the promotion of diversity, equity, and inclusion initiatives.

OBJECTIVE: To objectively measure the current demographic makeup of the American College of Veterinary Surgeons (ACVS) diplomates and to develop a survey tool to be used as a metric to measure future changes in the ACVS demographic profile. SAMPLE: 737 ACVS diplomates. METHODS: A 14-item electronic survey was sent to 2,199 ACVS diplomates between August 25 and September 9, 2021, via email. Survey items included demographic information as well as perceptions about the ACVS and diversity, equity, and inclusion (DEI). Responses were quantitatively and qualitatively analyzed. RESULTS: The survey response rate was 34% (737/2,199). The median age category among respondents was 45 to 54. The median years in practice as a diplomate was 11 to 15. The majority of respondents identified as white/Caucasian and heterosexual, with male and female respondents being similarly represented. Most respondents identified English as their first language. Few considered themselves first-generation college graduates or identified as disabled. Many respondents considered DEI to be an important initiative to promote in the ACVS. CLINICAL RELEVANCE: Findings suggested that the majority of ACVS respondents are supportive of DEI efforts. This study also serves as an objective analysis that can be reassessed in the future to determine the success of such initiatives.

Increasing Team Effectiveness through Experiential Team Training: An Explanatory Mixed-Methods Study of First-Year Veterinary Students' Team Experiences.

This article explores the impact of experiential team communication training on student team effectiveness. First-year veterinary students were concurrently enrolled in the Group Communication in Veterinary Medicine course and applied their knowledge to their authentic team experiences in the Veterinary Anatomy and Introduction to Clinical Problem Solving courses. All students completed a modified team effectiveness instrument and a team self-reflection at the end of the semester. Results show that students experienced a high level of team effectiveness. Although students experienced challenges with respect to staying on task and distributing roles and responsibilities, team coordination and communication improved over time, due in part to the team activities associated with the team training intervention. This research provides support for the impact of experiential team training to the development of team process skills and team effectiveness.

Evaluation of Veterinary Students' Communication Skills with a Service Dog Handler in a Simulated Client Scenario.

Effective communication skills serve as a key component of excellent veterinary care and provide a foundation for building trusting relationships with clients. While many veterinary clients value their pets for companionship, the focus of other relationships may be based on a partnership between the human and animal, as is the case with the handlers of service dogs. As the use of service dogs in the US continues to grow, it is important that veterinary professionals are educated on how best to meet the unique needs of service dogs and their handlers. This article evaluates the interactions of veterinary students with a service dog handler in a simulated client scenario. Ten videotaped interactions were coded to assess third-year students' communication skills (nonverbal communication, open-ended questions, reflective listening, and empathy), and their ability to discuss the diagnostic and therapeutic options for a dog with suspected intervertebral disk disease. Results showed that the majority of students demonstrated competence in the use of nonverbal communication skills and in discussing the biomedical aspects of the disease. Students require development in the use of open-ended questions, reflective listening statements, and expression of empathy, as well as building client rapport and discussing the psychosocial aspect of the disease on the client and patient. These findings suggest that veterinary students may benefit from targeted instruction on "best practices" in caring for service dogs and their handlers, including greater attention to the psychosocial aspects of a disease, and from additional communication practice using standardized clients with service dogs.

Evaluation of Veterinary Students' Communication Skills with a Service Dog Handler in a Simulated Client Scenario.

Effective communication skills serve as a key component of excellent veterinary care and provide a foundation for building trusting relationships with clients. While many veterinary clients value their pets for companionship, the focus of other relationships may be based on a partnership between the human and animal, as is the case with the handlers of service dogs. As the use of service dogs in the US continues to grow, it is important that veterinary professionals are educated on how best to meet the unique needs of service dogs and their handlers. This article evaluates the interactions of veterinary students with a service dog handler in a simulated client scenario. Ten videotaped interactions were coded to assess third-year students' communication skills (nonverbal communication, open-ended questions, reflective listening, and empathy), and their ability to discuss the diagnostic and therapeutic options for a dog with suspected intervertebral disk disease. Results showed that the majority of students demonstrated competence in the use of nonverbal communication skills and in discussing the biomedical aspects of the disease. Students require development in the use of open-ended questions, reflective listening statements, and expression of empathy, as well as building client rapport and discussing the psychosocial aspect of the disease on the client and patient. These findings suggest that veterinary students may benefit from targeted instruction on "best practices" in caring for service dogs and their handlers, including greater attention to the psychosocial aspects of a disease, and from additional communication practice using standardized clients with service dogs.

A Comparison of Public Perceptions of Physicians and Veterinarians in the United States.

Veterinary medicine consists of virtually the same medical specialties as human medicine, with veterinarians performing similar roles as medical doctors, albeit with different species. Despite these similarities, anecdotally, some perceptions of veterinarians as not "real doctors" persist. The purpose of this study was to explore and compare public perceptions of physicians and veterinarians. Participants were provided brief definitions of a physician and a veterinarian and then asked to provide a rating that best describes their perception with respect to 25 different personality characteristics/traits. A sample of 606 participants (unweighted) in the United States completed the survey. The results of this research show that the public tends to perceive veterinarians more favorably than physicians. More specifically, veterinarians were viewed as more approachable, sensitive, sympathetic, patient and understanding, while physicians were viewed as more proud, arrogant and overconfident. These results point to the favorable public perceptions of veterinarians. These findings are particularly relevant for veterinary educators who train the future workforce and have a significant role both in how the profession is portrayed and emphasizing the relationship between the public trust and social responsibility. Reinforcing the public's strong trust in the veterinary profession throughout students' education could enhance their own self-concept, self-esteem and overall mental health and well-being.

Impact of Team Communication Training on Performance and Self-Assessment of Team Functioning during Sophomore Surgery.

Collaboration and teamwork are important skills for veterinary professionals that affect relationship development, health and well-being, financial success, and clinical outcomes. This study explores the impact of team communication training on performance and assessment of team functioning during second-year surgery by comparing two different classes. The class of 2017 (control group) received no formal training in team communication before their participation in surgery, and the class of 2018 (treatment group) participated in training offered through a dedicated team communication course. Results showed that team training increased surgical preparation times and had a positive impact on perceptions of competence in some teamwork behaviors. Both cohorts identified similar challenges and solutions associated with teamwork, although the team-trained students responded to challenges differently than the control group. Team communication training had a positive impact on students' ability to plan and organize their experiences, navigate team dynamics in the moment, and respond to stress in a positive manner. These findings suggest that team training does, in fact, make a difference in students' abilities to navigate a team task productively.

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 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.

Readability Evaluations of Veterinary Client Handouts and Implications for Patient Care.

Health literacy and readability are important considerations for veterinary medicine, as veterinarians commonly distribute brochures, leaflets and info-graphics to explain health related issues to pet owners. Educational materials that are poorly comprehended by the intended audience could result in negative, unintended consequences. Thus, the National Institutes of Health (NIH) and the American Medical Association (AMA) have recommended readability levels for text on health information be targeted between the fourth and sixth grade levels to accommodate a highly diverse public. In the context of veterinary medicine, an increased awareness among veterinary professionals and educators regarding readability scores and the tools available to generate "easy-to-read" text would likely benefit client adherence with veterinary recommendations, client satisfaction with their veterinarian, and ultimately, pet health. Therefore, the goal of this study was to evaluate the readability levels of a sample of popular client handout materials prepared expressly for veterinarians to download and distribute to their pet-owning clients. Results indicate that 9 of 10 client brochures were written above the recommended sixth grade reading level. Recommendations for improving readability are provided.

Evaluation of Fourth-Year Veterinary Students' Client Communication Skills: Recommendations for Scaffolded Instruction and Practice.

Effective client communication is important for success in veterinary practice. The purpose of this project was to describe one approach to communication training and explore fourth-year veterinary students' communication skills through an evaluation of their interactions with clients during a general practice rotation. Two raters coded 20 random videotaped interactions simultaneously to assess students' communication, including their ability to initiate the session, incorporate open-ended questions, listen reflectively, express empathy, incorporate appropriate nonverbal communication, and attend to organization and sequencing. We provide baseline data that will guide future instruction in client communication. Results showed that students' communication skills require development. Half of the students sampled excelled at open-ended inquiry (n=10), and 40% (n=8) excelled at nonverbal communication. Students needed improvement on greeting clients by name and introducing themselves and their role (n=15), reflective listening (n=18), empathy (n=17), and organization and sequencing (n=18). These findings suggest that more focused instruction and practice is necessary in maintaining an organized structure, reflective listening, and empathy to create a relationship-centered approach to care.

Survey of Diplomates of the American Board of Veterinary Toxicology Regarding Perceptions of the Value of This Certification.

An anonymous, online questionnaire was sent to active diplomates of the American Board of Veterinary Toxicology (DABVTs; n = 95) to determine the attitudes of veterinary toxicologists toward their ABVT certification and the adequacy of the training programs in this discipline. We gathered information related to demographics, educational and work history, and other specialty board membership. Ten questions sought the respondent's opinion related to the economic value of the specialty, whether workforce shortages for DABVT exist, and whether DABVTs should complete a residency or graduate program. Fifty-one (54%) DABVTs responded. Their mean age was 58 and most (88%) held a graduate degree. When respondents were asked to rate their level of agreement (strongly disagree = 1; strongly agree = 5), most (73%) agreed or strongly agreed (median = 4) that there was a shortage of DABVTs. Fourteen (27%) participants strongly disagreed that the ABVT certification was required for their position, while 15 (29%) strongly agreed with this statement (median = 3). Most respondents agreed that the ABVT certification has been critical to their career (median = 4), in addition to a financial benefit to being a DABVT (median = 4). Most (67%) participants strongly or somewhat disagreed that current training programs are adequate to meet the shortage of DABVT (median = 2). Our findings indicate there is concern about the number of DABVTs and the adequacy of training programs to meet this perceived need. These findings improve our understanding of current attitudes of DABVTs toward their specialty.

Teaching Tip: Improving Students' Email Communication through an Integrated Writing Assignment in a Third-Year Toxicology Course.

Client communication is important for success in veterinary practice, with written communication being an important means for veterinarian-client information sharing. Effective communication is adapted to clients' needs and wants, and presents information in a clear, understandable manner while accounting for varying degrees of client health literacy. This teaching tip describes the use of a mock electronic mail assignment as one way to integrate writing into a required veterinary toxicology course. As part of this project, we provide baseline data relating to students' written communication that will guide further development of writing modules in other curricula. Two independent raters analyzed students' writing using a coding scheme designed to assess adherence to the guidelines for effective written health communication. Results showed that the majority of students performed satisfactorily or required some development with respect to recommended guidelines for effective written health communication to facilitate client understanding. These findings suggest that additional instruction and practice should emphasize the importance of incorporating examples, metaphors, analogies, and pictures to create texts that are comprehensible and memorable to clients. Recommendations are provided for effective integration of writing assignments into the veterinary medicine curriculum.

Social media and impression management: Veterinary Medicine students' and faculty members' attitudes toward the acceptability of social media posts.

INTRODUCTION: While social media has the potential to be used to make professional and personal connections, it can also be used inappropriately, with detrimental ramifications for the individual in terms of their professional reputation and even hiring decisions. This research explored students' and faculty members' perceptions of the acceptability of various social media postings. METHODS: This cross-sectional study was conducted in 2015. All students and faculty members at the College of Veterinary Medicine were invited to participate. The sample size included 140 students and 69 faculty members who completed the Social Media Scale (SMS), a 7-point semantic differential scale. The SMS consisted of 12 items that measured the extent to which a variety of behaviors, using social media, constituted acceptable and unacceptable behaviors. Items appearing on the SMS were an amalgamation of modified items previously presented by Coe, Weijs, Muise et al. (2012) and new items generated specifically for this study. The data were collected during the spring semester of 2015 using Qualtrics online survey software and analyzed using t-tests and ANOVA. RESULTS: The results showed that statistically significant differences existed between the students' and faculty members' ratings of acceptable behavior, as well as gender differences and differences across class years. CONCLUSION: These findings have implications for the development of policy and educational initiatives around professional identity management in the social sphere.

The Impact of a Group Communication Course on Veterinary Medical Students' Perceptions of Communication Competence and Communication Apprehension.

This paper explores the impact of a group communication course on veterinary medical students' perceptions of communication competence and communication anxiety. Students enrolled in the Group Communication in Veterinary Medicine course completed the Personal Report of Communication Apprehension and the Communicative Competence Scale at the beginning (Time 1) and end (Time 2) of the semester. Results show that first-year veterinary students' self-perceptions of communication competence increased and their self-reported levels of communication apprehension decreased across multiple contexts from Time 1 to Time 2. This research provides support for experiential communication training fostering skill development and confidence.

Clients and Veterinarians as Partners in Problem Solving during Cancer Management: Implications for Veterinary Education.

This research explores client satisfaction with veterinarian interactions and support during cancer management. Ninety-four members of the online Pet Cancer Support group completed the electronic communication and support questionnaire. Results show that 77% of respondents (n=72) are satisfied with their veterinarian; 71% (n=67) are satisfied with the information their veterinarian provides about treatment options; and 70% percent (n=66) are satisfied with the support they receive from their veterinarian. Strong, positive correlations exist between level of satisfaction and information about treatment options (rs=.795, n=91, p<.001) and between level of satisfaction and support received from the veterinarian (rs=.759, n=90, p<.001). Problem-focused informational support and tangible support dominated clients' descriptions of support and affected their support satisfaction. Emotion-focused support was not as important, and in some cases was not expected of the veterinarian. Results suggested that clients' overall satisfaction with their veterinarian is related to their satisfaction with information about treatment options and satisfaction with the support the veterinarian provides. By providing problem-focused support, veterinarians can empower clients and enhance their sense of control, thus positively affecting satisfaction and the likelihood of a long-lasting relationship. Taken together, these findings have implications for our understanding of veterinarian-client communication related to relationship-centered care and client empowerment, as well as implications for veterinary medical education and communication curricula.

Relationship between anticipatory socialization experiences and first-year veterinary students' career interests.

The purpose of this project was to explore first-year veterinary students' anticipatory socialization-life, education, and social experiences that assist in preparation for professional occupations-and determine what relationship exists between those experiences and career interests. Seventy-three first-year veterinary students enrolled in the Careers in Veterinary Medicine course completed the Veterinary Careers survey. Results show that students' anticipatory vocational socialization experiences are significantly related to their stated career interests. The career interests with the highest percentage of students expressing "a great deal of interest" included specialty private practice (37%), research and teaching in an academic setting (33%), and international veterinary medicine (31%). The career interests with the highest percentage of students expressing "no interest at all" included the military (50%), equine private practice (42%), and the pharmaceutical industry (41%). Less than half of the students (42%) stated that they reconsidered their career path after the first semester of veterinary school, but the majority (87%) developed a better understanding of how to pursue a nontraditional career path should they choose to do so.