| Introduction/Background: Our conceptualisation of the skills needed to achieve competency in veterinary clinical communication has followed the path taken by human doctors. There are consultation models in use in both settings which consider interpersonal communication as the key element in the consultation. Previously, the animal has not featured greatly in this communication paradigm, however, they are central to every clinical encounter. Students need to be exposed to communication skills early in their training and they need to feel the sessions have relevance to their career. They also need to reflect on their learning. Objectives: To create a learning resource based on a modified flipped classroom technique that develops observational skills relating to both canine and human communication. Methods Prior to coming to class, students view video introductions to communication skills and canine body language, then observe a video of a real consultation between a student, client and his dog. Each student considers one participant’s perspective, answering the questions: 1. What do you want out of this consultation? 2. How are you making your needs clear? 3. How well do you feel you are being listened to? Students then meet in class to discuss their thoughts before getting further information and questions to consider. They then write group reflective blogs on their experience. Findings:
Thematic analysis of the blogs demonstrated student’s developing consultation skills, teamwork and appreciation of their future learning needs. Discussion:
Students appreciated the introduction of animal communication into their learning. They committed to further opportunities to learn more about human and animal communication. Authors:
*SERLIN, Ruth 1, WHITTLESTONE, Kim 2 1. LIVE Centre for Excellence, Royal Veterinary College, London, UK 2. LIVE Centre for Excellence, Royal Veterinary College, London, UK |