Managing Client Communication for Effective Practice: What Skills Should Veterinary Graduates Have Acquired for Success?
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Notice bibliographique
Résumé
Twenty-one years ago, I continued a family tradition started by my grandfather and embarked on my chosen career as a veterinarian. I had been the recipient of a balanced education, with training in the core disciplines, and our mission was straightforward: Get out there and save lives. At the time of my graduation, anything I knew about communication I had learned from my mother. She declared herself a ‘‘good listener,’’ and I recall the many times I witnessed her sitting mutely while others droned on about themselves. If nothing else, I at least learned to keep my mouth shut while others spoke, even if I didn’t hear a word they said. Over time, I observed new communication styles (many from other veterinarians)—unconsciously adopting some while rejecting others. Except for the times when I struggled to explain to some of my Dutch dairy clients who spoke little English why their cows were developing sole ulcers, I hardly gave communication a second thought. Then, in 1991, I received a telephone call that would change my life. The chair of the complaints committee for the College of Veterinarians of Ontario (CVO—the provincial regulator) invited me to join the committee. In time, I assumed the position of chair myself and eventually joined the staff of the CVO as a committee advisor. In my 14 years of involvement with the CVO, I estimate that I have participated in the investigation of over 1,500 complaints made against veterinarians. The single factor common to virtually all of these complaints was difficulty, in all directions, with the effective communication that is required for the practice of veterinary medicine. Thus, I have come to understand the importance of communication in veterinary practice and the role poor communication plays in the genesis of such complaints. My comments below come from this perspective. That many veterinary schools now include courses on communication in their curricula is a testament to the importance of this learnable skill. Perhaps those remaining schools lamenting the dedication of scarce resources to instruction in communication skills will be persuaded by reading my story.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,001 | 0,004 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle