Implementing a simulated client program: bridging the gap between theory and practice

Department of Population Medicine, Ontario Veterinary College, Guelph, ON, N1G 2W1 Canada. cladams@ovc.uoguelph.ca

INTRODUCTION: This paper outlines the design and implementation of an innovative communication skills training program at the Ontario Veterinary College (OVC). Based upon the body of research in human medical education reporting effective results through the use of standardized patients (SPs) for this type of training, an experiential learning laboratory using simulated clients (SCs) and patients was introduced to first-year veterinary students. METHOD: One hundred and four first-year students were assigned to 12 groups of eight or nine students plus a facilitator. Each student interacted with a simulated client and a patient while being observed by peers and a facilitator. The Calgary-Cambridge Observation Guide (CCOG) was used to guide students and facilitators with performance standards and feedback. Assessment strategies were utilized. RESULTS: Implementation of this program required extensive resources, including funding, expertise, facilitator training, time allotment in an already overburdened curriculum, and administrative and faculty support. Preliminary assessment revealed high student and facilitator satisfaction. The potential of this program for student education and assessment was recognized, and it will be expanded in years 2 and 3 of the DVM (Doctor of Veterinary Medicine) curriculum. CONCLUSIONS: Medical educators have created resources, including skills checklists and experiential learning modalities, that are highly applicable to veterinary medical education. Ongoing evaluation of the program is essential to determine whether we are meeting expectations for communication competency in veterinary medicine.

This article has been cited by other articles:

				B. J. White, K. P. Gwinner, D. M. Andrus, and J. B. Prince Unique Educational Methods to Improve the Veterinary Employment Selection Process for Rural Mixed-Animal Practices J Vet Med Educ, January 1, 2007; 34(4): 517 - 523. [Abstract] [Full Text] [PDF]

				C. L. Adams and S. M. Kurtz Building on Existing Models from Human Medical Education to Develop a Communication Curriculum in Veterinary Medicine J Vet Med Educ, January 1, 2006; 33(1): 28 - 37. [Abstract] [Full Text] [PDF]

				C. L. Adams, D. Nestel, and P. Wolf Reflection: A Critical Proficiency Essential to the Effective Development of a High Competence in Communication J Vet Med Educ, January 1, 2006; 33(1): 58 - 64. [Abstract] [Full Text] [PDF]

				G. A. Burns, K. L. Ruby, R. M. DeBowes, S. J. Seaman, and J. K. Brannan Teaching Non-Technical (Professional) Competence in a Veterinary School Curriculum J Vet Med Educ, January 1, 2006; 33(2): 301 - 308. [Abstract] [Full Text] [PDF]

				S. T. Millman, C. L. Adams, and P. V. Turner Animal Welfare Training at the Ontario Veterinary College J Vet Med Educ, January 1, 2005; 32(4): 447 - 450. [Abstract] [Full Text] [PDF]

				R. J. Scalese and S. B. Issenberg Effective Use of Simulations for the Teaching and Acquisition of Veterinary Professional and Clinical Skills J Vet Med Educ, January 1, 2005; 32(4): 461 - 467. [Abstract] [Full Text] [PDF]

AAVMC APPRECIATES THE SUPPORT OF OUR TWO PATRONS, HILL'S PET NUTRITION AND BAYER ANIMAL HEALTH, WHO IN COMBINATION ARE FULLY SUPPORTING THIS SITE.