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Integrating clinical reasoning, advanced clinical communication and technical skill development.

Clinical veterinary education has traditionally used an apprenticeship model of training in which senior students learn case management and clinical decision-making skills through observation and discussion in the teaching hospital. However, this model is potentially inadequate as it provides little opportunity for skill acquisition due to limited intentional skill practice. 

Essentially, observing skills does not yield the same outcomes as practicing skills. In response to some of the limitations for student learning in clinical practice, simulation has become increasingly attractive as an educational alternative in many settings.

• Simulation can be repeated multiple times, allowing the learner to determine the best approach through skills based experience rather than didactic instruction.  Patient safety concerns clearly preclude this type of ‘‘trial and error’’ approach to on the floor clinical training.
• It also provides a ‘‘safe zone’’ for the learner in which he or she may experiment with different approaches without fear of making the wrong choice and harming a patient or negatively affecting a client.
• Simulation also reduces animal use and thus helps educators achieve animal welfare imperatives.
• Learners can practice and demonstrate their capacity for effective, efficient and supportive communication with colleagues and clients.
• An integral but often overlooked or deemphasised aspect of simulation is feedback and debrief. Debrief and feedback facilitated by a skilled educator can elevate the simulation from mere technical advancement to an integrated reflection on clinical skill including communication, clinical reasoning, and self-development needs.

Traditional Cardiopulmonary Resuscitation (CPR) Training

Cardiopulmonary resuscitation (CPR) entails medical algorithms, clinical reasoning, technical skills and also the ability to successfully communicate with colleagues in the resuscitation team. However, the classical cornerstone of successful CPR training in veterinary medicine has often excluded the practice, feedback and assessment of communication between team members. Increasing evidence suggests that human factors, including team interaction, communication, and leadership, also influence the performance of CPR (Hunziker et al. 2010). Therefore, there is an educational gap that can be met with simulation to include the medical and technical skills of CPR alongside interprofessional team communication. To capture the complexity of a clinical case, the addition of a simulated client/owner further elevates simulation as a high impact educational tool. The possibilities for integrated simulation in veterinary medicine are endless, exciting and promising.

Clinical Communication Skills in Veterinary Medicine

How often are communication concepts and skills considered, explicitly taught and deliberately integrated into a learner’s assessment or skills activity? And how often do they become the main focus of a simulation activity?

There’s little doubt that clinical communication is an important skill for veterinarians. It is critical for relationships with clients, colleagues and the community. Communication is arguably a core clinical skill yet it is not always taught with t