Evaluation of an Interprofessional Blended Learning Course Focusing on Communication within Veterinary Teams

Simple Summary This study explores the impact of a blended learning course on enhancing interprofessional communication skills among veterinary students and apprentices training to become veterinary assistants. The course, which was first implemented during the COVID-19 pandemic, utilizes a blended learning design with online modules, synchronous seminars and simulation training. The results show an increase in knowledge and improved self-assessment of communication skills, with positive feedback on the course structure. Challenges such as limited resources are noted, emphasizing the need for ongoing data collection to refine the teaching methods and maximize the benefits for participants in future runs of the course.Abstract Based on the importance of communication and teamwork in veterinary practice, we explored the impact of a blended learning course designed to enhance interprofessional communication skills among veterinary students and apprentice assistants. The blended learning course design included online modules, synchronous (online) seminars, and simulation training sessions. The asynchronous online elements should complement the varied schedules of different professions and meet the individual needs of participants, especially considering the challenges posed by the COVID-19 pandemic. The course structure, evaluations, and outcomes were documented, showing a positive impact on knowledge gain concerning communication and self-assessment in communication skills. In the pretest, the participants scored 43.18% correct answers to a knowledge test, whereas 71.50% correct answers were given in the posttest. Some participants indicated an improvement in the self-assessment of their skills. For example, before the training only 13.64% answered the question "How prepared do you feel regarding your communication skills for entering the profession?" with "Very good" or "Good", versus 50.00% in the posttest. There were also only 22.73% of participants who agreed to having sufficient understanding of the roles of other professional groups, while in the posttest, 81.82% agreed. The evaluations highlighted positive feedback on the organization, learning environment, and overall course structure. However, challenges such as limited resources, especially time and financial constraints, influenced the implementation and ongoing development of the course. Subsequent runs of the course could gather more data to further improve the teaching of veterinary interprofessional communication. This ongoing data collection would allow continuous insights into and adjustments to the teaching methods, ensuring maximum benefit for veterinary students and apprentice assistants.