# Effective Veterinary Client Communication: Skills for Better Outcomes


## Key Takeaways

- Effective veterinary communication is a learned clinical competence, not an innate trait, directly impacting diagnostic accuracy, treatment adherence, and client satisfaction, necessitating structured training akin to other clinical skills.
- Active listening, employing open-ended questions, reflective statements, and strategic silence, is paramount for accurate history-taking and fostering client trust, serving as a critical diagnostic instrument.
- Empathy, defined as recognizing and validating a client's emotions (e.g., "I can see you are worried"), is crucial for reducing client distress and improving information recall, particularly in sensitive discussions like end-of-life care.
- Structured frameworks like the SPIKES model (Setting, Perception, Invitation, Knowledge, Empathize, Summarize) provide a systematic approach for delivering difficult news, with the empathy step being integral to client comprehension.
- Addressing client financial constraints proactively by discussing costs early and offering tiered treatment options significantly improves adherence and access to care, as demonstrated by community-based veterinary programs.
- Standardized history-taking prompts, particularly regarding preventative care product administration schedules and client concerns about cost or safety, are essential for identifying and overcoming barriers to compliance.

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Veterinary graduates enter practice with substantial biomedical knowledge, yet the clinical value of that knowledge depends on the ability to exchange information with clients under conditions of emotional stress, financial constraint, and time pressure. This article provides a structured overview of the communication skills that underpin effective veterinary practice, with emphasis on the evidence base for communication training, the specific skills of active listening and empathy, and practical frameworks for explaining diagnoses and treatment plans. It is written for veterinary students and recent graduates who seek a conceptual foundation for communication as a clinical skill, also a social courtesy.

Communication in veterinary medicine is a learned clinical competence, not an innate personality trait. Research in human medicine, and increasingly in veterinary medicine, demonstrates that communication skills can be taught systematically and that structured training produces measurable improvement in clinician-client interactions and outcomes of care. The [conceptual framework for teaching communication in veterinary medicine](https://pubmed.ncbi.nlm.nih.gov/16767633/) developed by Kurtz identifies communication as a core clinical skill that operates alongside physical examination and diagnostic reasoning. Veterinary schools now invest in formal communication curricula, and professional bodies such as the [Royal College of Veterinary Surgeons Day One Competences](https://www.rcvs.org.uk/setting-standards/undergraduate-education/) list communication among the abilities expected of every new graduate.

The stakes of communication failure are concrete. A retrospective study of more than 6,000 patient records at a veterinary teaching hospital found that only 13 to 23 percent of patients were questioned about heartworm, flea, or tick preventative use during routine history taking, and that patients presenting to specialty services were less likely to be questioned than those in general practice. The [factors influencing preventative use in companion animal patients](https://pubmed.ncbi.nlm.nih.gov/19931925/) identified in that study point to a systematic gap between clinical knowledge and clinical behavior, a gap that communication training directly addresses.

## At a Glance

| Parameter | Clinical relevance | Practical implication |
|---|---|---|
| Communication as clinical skill | Correlates with accuracy, efficiency, adherence, and satisfaction | Must be taught and assessed like other clinical competencies |
| Active listening | Foundation for accurate history and client trust | Use open questions, reflective statements, and silence |
| Empathy | Reduces client distress and improves information recall | Name and validate the client's emotion explicitly |
| SPIKES model | Structured approach to delivering bad news | Six steps: setting, perception, invitation, knowledge, empathize, summarize |
| History-taking coverage | Preventative care questions often omitted in routine visits | Build standardized prompts into every appointment |
| Client financial constraints | Major barrier to treatment adherence | Discuss costs early and offer tiered options |
| Cultural competence | Shapes trust and access to care | Adapt communication to client background and context |
| Experiential learning | Communication skills improve with practice and feedback | Seek supervised clinical rotations with structured reflection |

## The Evidence Base for Communication Training

The rationale for formal communication teaching rests on more than four decades of research in human medicine, with a growing veterinary literature. Studies show that communication quality affects diagnostic accuracy, client adherence to treatment plans, and both client and veterinarian satisfaction. The [coaching and feedback model for communication teaching](https://pubmed.ncbi.nlm.nih.gov/22951457/) described by Adams and Kurtz argues that communication is closely linked to clinical reasoning and medical problem solving, and that skills acquired in the classroom must be reinforced through modeling and coaching in clinical practice settings.

Veterinary students themselves recognize the gap between their confidence and their competence. A study of final-year students at the Ontario Veterinary College found that trainees were most confident in building rapport, displaying empathy, and listening, but least confident in managing angry clients, clients unhappy with charges, and clients who monopolised the appointment. The [students' perceptions of their communication competencies](https://pubmed.ncbi.nlm.nih.gov/25148880/) also identified emotionally laden topics such as breaking bad news and euthanasia discussions as challenging. These findings matter because they identify the specific skills that require deliberate practice instead of passive exposure.

## Active Listening as a Diagnostic Instrument

Active listening is the first and most consequential communication skill in clinical practice. It serves a diagnostic function: the history obtained through skilled listening often determines the direction of the physical examination and the selection of diagnostic tests. Active listening requires the clinician to set aside the internal pressure to formulate the next question and instead attend fully to the client's narrative.

Specific techniques include open-ended questions that invite description, reflective statements that mirror the client's words, and the deliberate use of silence to allow the client to continue. Closed questions have their place in confirming details, but they should follow, not precede, the client's initial account. The [Calgary-Cambridge Guides](https://pubmed.ncbi.nlm.nih.gov/16767633/), adapted for veterinary medicine, provide a detailed inventory of these individual skills, including the sequencing of questions from open to closed and the use of summarization to confirm understanding before moving on.

Listening also serves an emotional function. Clients who feel heard are more likely to trust the clinician's recommendations and to disclose information they might otherwise withhold, such as financial limitations or concerns about treatment burden. The failure to listen, by contrast, produces a consultation in which the client repeats concerns, the clinician misses relevant history, and the resulting plan rests on incomplete information.

## Empathy and the Client's Emotional State

Empathy in veterinary practice means recognizing and responding to the client's emotional experience without becoming overwhelmed by it. It is a skill that can be taught and assessed, and it is distinct from sympathy, which involves sharing the emotion instead of understanding it. Empathic responses follow a predictable structure: identify the emotion, name it, and validate it. A statement such as "This is a difficult decision, and I can see you are worried about her quality of life" accomplishes all three steps in a single sentence.

Empathy is particularly important in end-of-life conversations, where the emotional stakes are highest. The [end-of-life communication framework for veterinary medicine](https://pubmed.ncbi.nlm.nih.gov/17162114/) developed by Shaw and Lagoni describes compassionate communication as an ethical obligation and a core clinical skill, integral to the success of the veterinary team. The SPIKES model, adapted from medical education, structures these conversations in six steps: setting, perception, invitation, knowledge, empathize, and summarize. The empathy step is not optional decoration, it is the step that determines whether the client can process the information that follows.

## Explaining Diagnoses and Treatment Plans

The explanation of a diagnosis and the negotiation of a treatment plan constitute the endpoint of the consultation, and they fail when the clinician has not established a shared understanding with the client. Begin by assessing the client's prior knowledge and expectations, then present the diagnosis in language the client can understand, checking comprehension before proceeding. Visual aids, written summaries, and the use of analogies drawn from the client's own experience all improve retention.

Treatment planning requires explicit discussion of cost, prognosis, and the client's capacity to provide care. Financial constraints are a leading barrier to adherence, and [community-based veterinary programs](https://pubmed.ncbi.nlm.nih.gov/34169110/) that combine effective communication with empathy and cultural competence have been shown to improve access to care for disadvantaged pet owners. The clinician should present options in a clear hierarchy, with a recommendation, instead of a neutral list, and should invite the client to voice concerns about each option. The plan that emerges should be one the client understands, can afford, and is willing to execute.

## Structured History Taking for Preventative Care Decisions

The routine appointment is where communication habits either reinforce or undermine long-term compliance. A retrospective study of teaching hospital records found that only 13 to 23% of patients were questioned about heartworm, flea, or tick preventative use during routine history taking, and patients presenting to specialty services were even less likely to be asked [factors influencing preventative use in a veterinary teaching hospital](https://pubmed.ncbi.nlm.nih.gov/19931925/). This gap matters because the history is also a data collection exercise. It is the first opportunity to identify barriers the client will not volunteer.

Structure the preventative care conversation around five fixed questions, asked in the same order at every visit regardless of presenting complaint:

1. What preventative products is the patient currently receiving, and when was the last dose given?
2. Who administers the product, and how is the administration scheduled?
3. Has the patient ever had a reaction to a preventative product?
4. What is the patient's outdoor access, travel history, and exposure to other animals?
5. What concerns, if any, does the client have about cost, safety, or the need for these products?

Question 2 is the most frequently skipped and the most diagnostically useful. A client who reports that the product is "given monthly" but cannot describe who gives it or when the last dose occurred is describing a system failure, not a compliance failure. The correct response is to design an administration protocol with the client, not to repeat the recommendation more firmly.

The answers to questions 4 and 5 change the product selection. A strictly indoor cat with no travel history has different risk exposure than a hunting dog that boards regularly. A client who expresses cost concerns should be offered a comparison of product options with different price points, not a single recommendation. The [MSD Veterinary Manual](https://www.msdvetmanual.com/) provides species-specific guidance on preventative product selection and parasite risk assessment that can be used to tailor these discussions.

## The Compliance Conversation as a Shared Decision

Compliance conversations fail when the veterinarian treats the client as a passive recipient of instructions. The evidence from human and veterinary medicine indicates that communication skills directly influence adherence to treatment plans [coaching and feedback for communication in veterinary practice](https://pubmed.ncbi.nlm.nih.gov/22951457/). Shared decision making is the practical application of this evidence.

The structure for a compliance conversation follows a consistent sequence:

1. State the recommendation in one sentence, using the drug class and the condition it prevents.
2. Ask the client what they already know about the condition and the product.
3. Correct misconceptions without dismissing the client's source of information.
4. Present the cost of the product and the cost of treating the disease it prevents.
5. Ask the client to restate the plan in their own words.

Step 5 is the verification step. A client who can restate the product name, the administration schedule, and the follow-up appointment has understood the plan. A client who cannot restate these elements needs a different explanation, a written handout, or a simplified regimen.

The client's financial situation is a legitimate factor in the decision. Community-based veterinary programs have demonstrated that low-cost services combined with effective communication and cultural competence can create positive veterinary experiences for owners who might otherwise avoid care [perceptions of community veterinary medicine programs](https://pubmed.ncbi.nlm.nih.gov/34169110/). In private practice, the equivalent is a transparent discussion of costs and options before the treatment plan is finalised.

## Delivering Bad News and Euthanasia Discussions

End-of-life conversations are a core clinical skill and an ethical obligation of the veterinary team [end-of-life communication in veterinary medicine](https://pubmed.ncbi.nlm.nih.gov/17162114/). The SPIKES model provides a six-step structure: setting, perception, invitation, knowledge, empathize, and summarize.

The setting step requires a private room, tissues, and seating for the client. The veterinarian should sit, not stand, and should ensure that the patient is comfortable. The perception step asks the client what they understand about the patient's condition before any new information is given. This prevents the veterinarian from delivering news the client has already processed, and it reveals gaps in understanding that need correction.

The invitation step asks the client how much information they want. Some clients want a complete description of the disease process and prognosis. Others want the bottom line. Both preferences are valid, and the veterinarian should ask instead of assume.

The knowledge step delivers the diagnosis and prognosis in plain language, without euphemism. The empathize step names the client's emotion and validates it. The summarize step reviews what was discussed and what happens next.

Final-year veterinary students report that breaking bad news and managing euthanasia discussions are among the least confident areas of their communication skills [student perceptions of communication competencies](https://pubmed.ncbi.nlm.nih.gov/25148880/). This is not a deficiency of empathy. It is a deficiency of practice. The SPIKES model gives a rehearsable structure that reduces the cognitive load of the conversation.

## The Angry Client and the Monopolising Client

Two client presentations consistently challenge veterinary teams: the angry client and the monopolising client. Both require different interventions.

The angry client is usually angry about something specific: a perceived error, a long wait, a high bill, or a poor outcome. The correct first response is to acknowledge the emotion without defending the practice. "I understand you are frustrated" is not an admission of fault. It is a statement of observation. The veterinarian should then ask what happened from the client's perspective and listen without interruption.

The monopolising client uses the appointment to discuss unrelated topics, previous pets, or detailed life histories. The correct intervention is a structured redirect. The veterinarian acknowledges the client's point, then returns to the clinical question: "That is helpful context. Now, about the vomiting episodes, how many have there been in the past 24 hours?" The redirect must be repeated as often as necessary.

Students report least confidence in managing angry clients and clients who monopolise the appointment [student perceptions of communication competencies](https://pubmed.ncbi.nlm.nih.gov/25148880/). Both skills improve with deliberate practice and structured feedback.

## Documentation of Communication

Communication decisions must be documented with the same rigour as clinical findings. The medical record should include:

| Element | What to record | Why it matters |
|---------|---------------|----------------|
| Preventative history | Products, doses, administration schedule, last dose | Establishes baseline for compliance assessment |
| Client concerns | Cost, safety, administration difficulty | Identifies barriers to adherence |
| Recommendations made | Product or treatment plan offered | Documents informed consent discussion |
| Client's restated plan | What the client said they will do | Verifies understanding |
| End-of-life discussion | Diagnosis delivered, options presented, client's decision | Legal and ethical record of consent |
| Client's emotional state | Observed affect, expressed concerns | Guides follow-up communication approach |

The record should use the client's words where possible, particularly for concerns and decisions. This documentation serves the patient, the client, and the practice. It also provides a baseline for the next appointment, allowing the veterinarian to ask whether the agreed plan was implemented.

The [RCVS Day One Competences](https://www.rcvs.org.uk/setting-standards/undergraduate-education/) include communication skills as a defined professional competence expected of veterinary graduates. Documentation of communication is part of that competence. A communication plan that is not recorded is a plan that cannot be reviewed, audited, or improved.

## Recognized Complications and Failure Modes

Communication failures in veterinary practice rarely present as overt conflict. They surface as missed diagnoses, repeated visits, lapsed preventative care, or clients who quietly transfer to another clinic. The most common failure modes are predictable and detectable early if the consultation is reviewed against a structured framework.

**Premature closure of the history.** The clinician forms a diagnostic hypothesis within the first minutes and then asks only questions that confirm it. This narrows the differential and can miss concurrent disease. Detection requires deliberate self-audit: after the consultation, ask whether the history covered onset, progression, and impact on the household. The [teaching and learning framework described by Kurtz](https://pubmed.ncbi.nlm.nih.gov/16767633/) identifies this as a failure to attend to the full sequence of the Calgary-Cambridge model, where hypothesis generation should follow data gathering instead of precede it.

**The silent assumption of shared meaning.** Clinicians use terms such as "routine," "monitor," or "quality of life" without checking what the client understands. The client may interpret "monitor" as "do nothing" while the clinician means "recheck in 48 hours." Detection comes from asking the client to restate the plan in their own words. This is not a test of the client, it is a test of the explanation.

**Empathy expressed as advice.** When a client is distressed, the novice clinician often responds with reassurance or problem-solving before acknowledging the emotion. The client hears this as dismissal. The discriminating check is simple: did the clinician name the emotion the client is likely feeling before offering next steps? [Shaw and Lagoni's guidance on end-of-life communication](https://pubmed.ncbi.nlm.nih.gov/17162114/) places the empathy step before any information delivery in the SPIKES sequence, and skipping it is the most common error in breaking bad news.

**The compliance lecture.** Presenting preventative care as a list of recommendations without exploring the client's constraints produces defensiveness or silent non-adherence. [A teaching hospital study of heartworm, flea, and tick preventative use](https://pubmed.ncbi.nlm.nih.gov/19931925/) found that only a minority of patients were even questioned about preventative use during routine history taking, and that questioning was not more likely in higher-risk patients. The corrective action is to ask about prior use, barriers, and cost concerns before recommending.

## Common Errors and Corrective Actions

Students and recent graduates show characteriztic patterns. [Final-year students surveyed after a communication training rotation](https://pubmed.ncbi.nlm.nih.gov/25148880/) reported highest confidence in rapport and empathy but lowest confidence in managing angry clients, clients unhappy with charges, and clients who monopolised the appointment. These are the situations where structured skills matter most.

| Observation | Likely cause | Discriminating check |
|---|---|---|
| Client agrees to everything, then does not follow through | Plan was not checked for feasibility or client commitment | Ask the client to describe when and how they will administer the treatment |
| Consultation runs long, client keeps raising new concerns | No agenda-setting at the start | Review whether the opening included "what else do you want to cover today" |
| Client becomes defensive when costs are discussed | Cost was introduced after the plan, not during it | Check whether financial constraints were explored before the treatment plan was presented |
| Client asks the same question repeatedly | Explanation was too technical or the client's real concern was not addressed | Ask what worries them most about the condition |
| Team member reports client frustration after the visit | Discrepancy between what the clinician said and what the client heard | Review the discharge summary for jargon or missing follow-up instructions |

The corrective action for most errors is not more talking. It is structured listening, agenda-setting, and the routine use of teach-back. [Coaching and feedback models for practice settings](https://pubmed.ncbi.nlm.nih.gov/22951457/) emphasize that these skills improve only with observation and specific feedback, not with experience alone.

## Limitations of the Evidence and Areas of Expert Disagreement

The evidence base for veterinary communication is drawn substantially from human medicine, and the transfer is imperfect. Client expectations differ across species, production systems, and cultural contexts. A communication approach that serves a companion animal practice in an urban setting may not fit a mixed practice serving livestock producers, where the client is often a business operator instead of a pet owner.

Expert opinion differs on how directive the clinician should be in preventative care discussions. Some argue for a strong recommendation framed around the clinician's professional duty, while others advocate a purely collaborative stance that accepts client refusal without repeated persuasion. The evidence does not resolve this. Similarly, the optimal structure for euthanasia discussions remains contested. The SPIKES model is widely taught, but [the literature on end-of-life communication](https://pubmed.ncbi.nlm.nih.gov/17162114/) acknowledges that it was developed in oncology and that veterinary applications require adaptation for the client's role as both decision-maker and caregiver.

Cultural competence is recognized as important, particularly in [community-based veterinary programs serving underserved populations](https://pubmed.ncbi.nlm.nih.gov/34169110/), but the specific communication adaptations that improve outcomes across cultural groups are not well characterized. Clinicians should treat published models as starting points, not scripts.

## Escalation and Referral

Most communication difficulties are managed within the consultation. Escalation is warranted when the clinician recognizes a pattern they cannot shift, or when the stakes are high enough that a second perspective protects the client, the patient, or the practice.

Referral to a specialist colleague is appropriate when the client's emotional state interferes with their ability to make a decision about a serious condition, or when the clinician's own emotional response to a case is compromising their judgment. This is not failure, it is the same judgment applied to any clinical limitation.

Laboratory involvement is indicated when a client's account of home monitoring is inconsistent with clinical findings, or when the clinician suspects that poor communication has led to incorrect medication administration. A drug level or a repeat diagnostic test can clarify whether the problem is adherence, understanding, or treatment failure.

Regulatory reporting obligations vary by jurisdiction and species. Where a client's actions or inactions constitute a welfare concern, the clinician should consult the relevant professional body. The [Royal College of Veterinary Surgeons Day One Competences](https://www.rcvs.org.uk/setting-standards/undergraduate-education/) frame communication as a professional obligation, and the [World Organization for Animal Health terrestrial standards](https://www.woah.org/en/what-we-do/standards/codes-and-manuals/terrestrial-code-online-access/) set expectations for reporting in production animal contexts. Clinicians must know the requirements of their own jurisdiction instead of assume a universal standard.

## Frequently Asked Questions

### How Do I Adapt Communication Strategies When Financial Constraints Limit Diagnostic or Treatment Options?

Financial limitations are a recognized barrier to veterinary care, and community-based programs demonstrate that respectful communication and empathy improve client experiences even when services are limited. When cost constrains options, structure the conversation around a tiered plan: present the ideal diagnostic and therapeutic pathway first, then offer acceptable alternatives that address the primary problem. Ask the client directly about their budget ceiling instead of assuming. Frame every option in terms of what it rules out or confirms, and what clinical consequence follows from deferring it. Document the discussion, including the client's stated choice and the reasoning offered. This approach preserves shared decision-making while acknowledging that [client perceptions of veterinary services and communication](https://pubmed.ncbi.nlm.nih.gov/34169110/) shape future care-seeking behavior.

### What Communication Adjustments Matter When Working With Production Animal Clients?

Production animal clients evaluate communication through a different lens: economic return, herd-level outcomes, and time efficiency. Use population-based language instead of individual-patient framing. Present treatment recommendations with projected costs, withdrawal considerations, and expected production impacts. Consult current formulary and label references for withdrawal periods, as these vary by species and jurisdiction. Reference [WOAH terrestrial animal health standards](https://www.woah.org/en/what-we-do/standards/codes-and-manuals/terrestrial-code-online-access/) when discussing notifiable disease obligations or trade implications. Acknowledge that the client's decision framework includes labor, facility constraints, and market conditions. Ask what outcome they need to see for the intervention to be worthwhile, then tailor monitoring parameters accordingly. Written protocols with clear trigger points for re-examination reduce ambiguity and support consistent follow-through.

### How Should I Structure Communication When a Client Requests a Second Opinion or Referral?

Treat the request as a collaborative opportunity instead of a challenge to your competence. Affirm the client's advocacy for their animal, then clarify what they hope the second opinion will address: diagnostic uncertainty, treatment alternatives, or prognostic confirmation. Prepare a concise referral summary that includes the presenting complaint, findings, treatments tried, and response to therapy. Ask the client what questions they want answered and offer to communicate directly with the receiving clinician. This models the [communication coaching and feedback principles](https://pubmed.ncbi.nlm.nih.gov/22951457/) that support professional development across practice settings. After the referral, request feedback on the outcome. This closes the loop, improves your own diagnostic calibration, and demonstrates to the client that you value continuity instead of territoriality.

### What Should I Document After a Difficult Conversation, and How Detailed Should the Record Be?

Document the substance of the conversation, not a verbatim transcript. Record the client's stated concerns, the options presented, the client's expressed understanding, and the decisions made. Note any disagreement about recommended care and the client's stated reasons. Include follow-up instructions given and the agreed timeline for reassessment. If the client declined a recommended procedure, record that the risks and consequences of deferral were discussed. This record protects the practice and the client, and it supports continuity if another clinician sees the case. The [RCVS Day One Competences](https://www.rcvs.org.uk/setting-standards/undergraduate-education/) include maintaining accurate clinical records as a core professional obligation. Write the entry immediately after the consultation while the details are fresh, and avoid editorialising about the client's character or emotional state.

### How Do I Communicate With Clients Who Have Limited Health Literacy or Speak a Different Primary Language?

Assess comprehension by asking the client to restate the plan in their own words, not by asking "Do you understand?" Use plain-language analogies drawn from familiar contexts, and avoid jargon even when the client appears knowledgeable. For language barriers, use a certified medical interpreter instead of a family member, particularly for complex or emotionally charged discussions. Written materials with diagrams or pictures support verbal explanations. Confirm the client can read the medication label and understands administration timing. [Teaching and learning communication in veterinary medicine](https://pubmed.ncbi.nlm.nih.gov/16767633/) emphasizes that communication competence requires adapting to the individual client's needs. Allow extra appointment time and schedule a follow-up call to verify adherence and address emerging questions. Document the interpreter's presence and the client's confirmed understanding.

### How Can I Improve My Communication Skills When My Workplace Offers No Formal Training?

Structured self-assessment and peer coaching are effective without formal programs. Video-record a consultation with client consent, then review it against a published communication framework such as the Calgary-Cambridge Guides described in [Kurtz's conceptual framework for communication teaching](https://pubmed.ncbi.nlm.nih.gov/16767633/). Identify one specific behavior to change per week, such as reducing interruptions or using more open-ended questions. Ask a trusted colleague to observe a consultation and provide feedback using a simple checklist. Role-play difficult scenarios with a team member before they occur in practice. Final-year students report low confidence in managing angry or monopolising clients, yet [structured communication training based on experiential learning theory](https://pubmed.ncbi.nlm.nih.gov/25148880/) measurably improves self-assessed competence. Commit to deliberate practice: communication skills decay without reinforcement, so schedule regular review even when no external training is available.

## Related Clinical & Scientific Guides

* [Veterinary Case Presentation: Structure and Delivery](/knowledge/veterinary-medicine/clinical-skills-training/veterinary-case-presentation-structure-delivery)
* [Veterinary Communication in the Workplace: Team Dynamics](/knowledge/veterinary-medicine/clinical-skills-training/veterinary-communication-workplace-team-dynamics)
* [Monitoring Plans for Hospitalized Veterinary Patients](/knowledge/veterinary-medicine/clinical-skills-training/monitoring-plans-hospitalized-veterinary-patients)


## References and Further Reading

- [Teaching and learning communication in veterinary medicine.](https://pubmed.ncbi.nlm.nih.gov/16767633/). 2006.
- [End-of-life communication in veterinary medicine: delivering bad news and euthanasia decision making.](https://pubmed.ncbi.nlm.nih.gov/17162114/). 2007.
- [Factors influencing heartworm, flea, and tick preventative use in patients presenting to a veterinary teaching hospital.](https://pubmed.ncbi.nlm.nih.gov/19931925/). 2010.
- [Coaching and feedback: enhancing communication teaching and learning in veterinary practice settings.](https://pubmed.ncbi.nlm.nih.gov/22951457/). 2012.
- [Community Veterinary Medicine Programs: Pet Owners' Perceptions and Experiences.](https://pubmed.ncbi.nlm.nih.gov/34169110/). 2021.
- [Final-year veterinary students' perceptions of their communication competencies and a communication skills training program delivered in a primary care setting and based on Kolb's Experiential Learning Theory.](https://pubmed.ncbi.nlm.nih.gov/25148880/). 2014.
- [RCVS Day One Competences](https://www.rcvs.org.uk/setting-standards/undergraduate-education/). RCVS.
- [MSD Veterinary Manual, Professional Edition](https://www.msdvetmanual.com/). MSD Veterinary Manual.
- [American Veterinary Medical Association Practice Resources](https://www.avma.org/resources-tools). American Veterinary Medical Association.

## Related Articles

- [Veterinary Communication Skills for Difficult Conversations](/knowledge/veterinary-medicine/clinical-skills-training/veterinary-communication-difficult-conversations)
- [Veterinary Communication Models: Enhancing Client Interactions](/knowledge/veterinary-medicine/clinical-skills-training/veterinary-communication-models-enhancing-client-interactions)
- [Veterinary Nurse-Client Communication Matrix: A Practical Tool](/knowledge/veterinary-medicine/clinical-skills-training/veterinary-nurse-client-communication-matrix)
- [Veterinary Clinical Skills Models for Practice](/knowledge/veterinary-medicine/clinical-skills-training/veterinary-clinical-skills-models-practice)
- [Veterinary Communication in the Workplace: Team Dynamics](/knowledge/veterinary-medicine/clinical-skills-training/veterinary-communication-workplace-team-dynamics)

> This article is educational professional reference material for veterinary audiences. It is not a substitute for veterinary diagnosis, individual clinical judgment, current product labeling, or applicable regulatory requirements.