Page 495 - ONLINE PROCEEDING BOOK WSAVA 2017
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Instead of going through the model here, I recommend that you Google it. Look for the model, but also the 5 pages PDF the goes more in depth with each of the phases.
If you want to go more in depth at the practice, then
I recommend that you buy “Skills for Communicating with Patients” for the vets and “Teaching and Learning Communication Skills in Medicine” for the “teacher”. Both titles are by Kurtz and Silverman.
How to start in practice
Start introducing the project and the video recording slowly. Find a veterinarian that do not mind and start shooting some  lm. Show them to the rest of the team and explain the expected outcome of the project. When the team watches the  lm, they understand the huge learning potential.
Ask the rest of the veterinarians in the clinic to start shooting 1-2 videos and have them watching it. I recommend appointing a veterinary nurse as technical support and to be in charge of gathering and labeling all the videos on the server or on one laptop.
Then you make a workshop in your clinic, where you go through the Calgary-Cambridge model and work your way through the model and start getting inspired by each other’s videos. There is a million way of performing this workshop, so I will not go into details here. However,
the key is that we have to base it on what problems the veterinarians experience in the consulting rooms, watching each other’s video, role-play and proper feedback.
After the workshop, you have to follow up with a system, where each veterinarian shoots videos each month, and where you have gathering with focus on making The Perfect Consultation.
Veterinarians that do not want to be on camera
It has to be a good experience to all the veterinarians. Otherwise, you do not end up with the right learning environment. For all veterinarians the rules are that you can always delete a video that you do not like and all communication has to be positive.
Here is what I do with very reluctant veterinarians: 1: Invite them to take an active part in the workshop and the following gatherings and accept that they do not shoot videos yet. 2: Ask them to start shooting videos that no one else but them self will see. 3: Have them to appoint a mentor that can watch and provide feedback on a one to one basis. This should lead to that they will get into the program. If not they have to  nd another place to work if video is practice policy.
An Urban Experience
ALOBA feedback model
Giving constructive feedback is an art form in itself. When you watch the  lm in groups, I advise using the feedback method called “Agenda-led outcome-based analyses”. The steps in the model is as follows:
Before showing the video, you ask the vet to set the scene. Let him or her describe prior knowledge that is useful for the common understanding. Then you ask the group to note down speci c words and action as well as the time, to aid feedback. Ask one in the group to watch as if the patient.
After showing the  lm, you allow the group several minutes to collect their thoughts and note down the one or two most important point. Acknowledge any feelings of the vet showing the  lm if necessary.
When you give feedback, you start with the vet on the  lm. What went well and what could be better? Then
you turn to the group and ask them the same questions, always starting with the positive  rst. After the feedback, you can go back and watch small sessions on the  lm to get into further details. Close the session with concluding what was the common learning.
Key to feedback is to stay loyal to the feedback model and always keep make sure that it is on a positive note.
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