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Veteriner hekimliğinde iletişim becerileri için Calgary-Cambridge Kılavuzlarının Türkçeye uyarlanması

Yıl 2023, , 36 - 49, 15.01.2023
https://doi.org/10.33188/vetheder.1147187

Öz

Veteriner hekimler için iletişim becerileri, en az klinik beceriler kadar önem taşımaktadır. Müfredata eklenecek iletişim becerileri dersleriyle öğrencilere bu becerilerin kazandırılabilmektedir. Uluslararası alanda tıp, hemşirelik, eczacılık ve veteriner hekimliğinde iletişim becerileri eğitimlerinde sıklıkla Calgary-Cambrigde Kılavuzlarından yararlanılmaktadır. Yapılan bu çalışma ile orijinali İngilizce olan bu kılavuzların Türkçeye uyarlanması ve gerek öğrencilerin gerekse veteriner hekimlerin bu kılavuzlarda yer alan bilgilere anadilde erişebilmesi hedeflenmiştir. Bu amaçla, orijinal kılavuzlar dört farklı kişi tarafından İngilizceden Türkçeye çevrilmiş, yedi farklı uzman tarafından dil bilgisi, anlaşılırlık, içerik açısından incelenmiş ve kültürel uyarlama yapılmıştır. Hazırlanan taslak, Ankara Üniversitesi Veteriner Fakültesinde 2021-2022 Eğitim Öğretim Yılında öğrenim gören ve tesadüfi örnekleme yoluyla seçilen 10 gönüllü intörn veteriner hekim tarafından değerlendirilmiş, ardından dilbilgisi ve semantik değerlendirme için son kontrol amacıyla bir dil bilimciye başvurulmuştur. Medikal tercüme editörü olarak görev yapan dil bilimci, taslağın Türkçeden İngilizceye geri çevirisini yaparak iki metnin uyumunu değerlendirmiştir. 7 ana başlık, 19 alt başlık, 73 maddeye ek olarak üç diyagramdan oluşan kılavuzlar “Veteriner Hekimliğinde İletişim Becerileri İçin Calgary-Cambridge Kılavuzları” başlığıyla Türkçeleştirilmiştir. Yapılan çalışma sonucunda ana dilde erişime açılan bu kılavuzların, hasta sahibi ile iletişim sürecinde yalnızca öğrenciler için değil, aynı zamanda klinisyenler için de faydalı olacağı düşünülmektedir. Dahası fakültelerin klinik bilimlerinde görev yapan akademisyenler bu kılavuzlardan yararlandıkları takdirde, öğrencilerin lisans müfredatına ek olarak gizli müfredat aracılığıyla da iletişim becerilerini geliştirebileceği ileri sürülebilir.

Teşekkür

Bu kılavuzların Türkçeye çevirisine katkı sunan Vet. Hek. Pınar Ece Yorulmaz, Vet. Hek. Muhammet Arslan ve Dr. Öğretim Üyesi Pınar Ambarcıoğlu Kısaçam ile Türkçeye uyarlama sürecinde uzman görüşüne başvurulan Vet. Hek. Sevim Isparta, Dr. Nevra Keskin Yılmaz, Dr. Öğr. Üyesi Nüket Bilgen, Dr. Öğr. Üyesi Gizem Gülpınar, Dr. Öğr. Üyesi Gizem Levent, Prof. Dr. Melih Elçin ve Prof. Dr. N. Yasemin Yalım’a değerli görüş, öneri ve katkıları için çok teşekkür ederim. Son olarak, kılavuzun Türkçeye uyarlanması konusunda destek ve önerilerinden dolayı Prof. Dr. Suzanne Kurtz’a teşekkür ederim.

Kaynakça

  • McDermott MP, Tischler VA, Cobb MA, Robbé IJ, Dean RS. Veterinarian-client communication skills: current state, relevance, and opportunities for improvement. J Vet Med Educ 2015;42(4):305-314.
  • AVMA. Accreditation Policies and Procedures of the AVMA Council on Education Council on Education [online]. 2022 Apr 15 [cited 2022 Jul 6]; Available from: URL:https://www.avma.org/sites/default/files/2022-03/coe_pp-April-15-2022-F.pdf
  • Royal College of Veterinary Surgeons. Day One Comptences [online]. 2020 [cited 2022 Jul 6]; Available from: URL:https://www.rcvs.org.uk/news-and-views/publications/rcvs-day-one-competences-feb-2022/
  • EAEVE. List of subjects and Day One Competences [online]. 2019 [cited 2022 Jul 6]; Available from:URL:https://www.eaeve.org/fileadmin/downloads/eccvt/List_of_subjects_and_Day_One_Competences_approved_on_17_January_2019.pdf 6.7.2022
  • Alvarez E, Nichelason A, Lygo-Baker S, Olin S, Whittemore J, Ng Z. Virtual clinics: a student-led, problem-based learning approach to supplement veterinary clinical experiences. J Vet Med Educ 2022:e202101444.
  • Jahns H, Markey BK, de Waal T, Cassidy JP. Climbing the integration ladder: a case study on an interdisciplinary and case-based approach to teaching general pathology, parasitology and microbiology in the veterinary curriculum. J Vet Med Educ 2022;49(2):210-222.
  • Englar RE. A noveş approach to simulation-based education for veterinary medical communication training over eight consecutive pre-clinical quarters. J Vet Med Educ 2017;44(3):502-522.
  • Spruijt A, Prins-Aardema CC, Antonio de Carvalho-Filho M, Jaarsma D, Martin A. Co-constructive veterinary simulation: a novel approach to enhancing clinical communication and reflection skills. J Vet Med Educ 2022:e20210160.
  • Hall EJ, Baillie S, Hunt JA, Catterall AJ, Wolfe L, Decloedt A, Taylor AJ, Wissing S. Practical tips for setting up and running OSCEs. J Vet Med Educ 2022:e20220003.
  • Strand EB, Johnson B, Thompson J. Peer-assisted communication training: veterinary students as simulated clients and communication skills trainers. J Vet Med Educ 2013;40(3):233-241.
  • Rauch M, Bettermann V, Tipold A, Wissing S, Kleinsorgen C. Use of actors or peers as simulated clients in veterinary communication training. J Vet Med Educ 2022:e20210055.
  • Ünsal Adaca A (2022). Teaching feedback skills to veterinary students by peer-assisted learning. Ankara Univ Vet Fak Derg doi:10.33988/auvfd.950726
  • Hafen M, Drake AA, Rush BR, Nelson SC. Using authentic client interactions in communication skills training: predictors of proficiency. J Vet Med Educ 2013;40(4):318-326.
  • Hafen M Jr, Siqueira Drake AA, Rush BR, Sibley DS. Engaging students: using video clips of authentic client interactions in pre-clinical veterinary medical education. J Vet Med Educ 2015;42(3):252-258.
  • Adams CL, Kurtz S. Skills for Communicating in Veterinary Medicine. 1st ed. New York: Otmoor Publishing, Oxford and Dewpoint Publishing; 2017.
  • Kurtz SM, Silverman J. The Calgary-Cambridge Referenced Observation Guides: an aid to defining the curriculum and organizing the teaching in communication training programmes. Med Educ 1996;30(2):83-89.
  • Kurtz S, Silverman J, Draper J. Teaching and learning communication skills in medicine. 1st ed. Oxford: Radcliffee Medical Press; 1998.
  • Silverman J, Kurtz S, Draper J. Skills for communicating with patients. 1st ed. Oxford: Radcliffe Medical Press; 1998.
  • Kurtz S, Silverman J, Benson J, Draper J. Marriying content and process in clinical method teaching: enhancing the Calgary-Cambridge guides. Acad Med 2003;78(8):802-809.
  • Kurtz S, Silverman J, Draper J. Teaching and learning communication skills in medicine. 2nd ed. Boca Raton, FL: CRC Press; 2005.
  • Silverman J, Kurtz S, Draper J. Skills for communicating with patients. 2nd ed. Oxford: Radcliffe Publishing; 2005.
  • Silverman J, Kurtz S, Draper J. Skills for communicating with patients. 3rd ed. Boca Raton, FL: CRC Press; 2013.
  • Adams CL, Kurtz S. Coaching and feedback: enhancing communication teaching and learning in veterinary practice settings. J Vet Med Educ 2012;39(3):217-228.
  • Adams CL, Kurtz SM. Building on existing models from human medical education to develop a communication curriculum in veterinary medicine. J Vet Med Educ 2006;33(1):28-37.
  • Radford A, Stockley P, Silverman J, Taylor I, Turner R, Gray C. Development, teaching and evaluation of a consultation structure model for use in veterinary education. J Vet Med Educ 2006;33(1):38-44.
  • Gray CA, Blaxter AC, Johnston PA, Latham CE, May S, Philips CA, Turnbull N, Yamagishi B. Communication education in veterinary education in the United Kingdom and Ireland: the NUVACS Project coupled to progressive individual school endeavors. J Vet Med Educ 2006;33(1):85-92.
  • Shaw DH, Ihle SL. Communication skills training at the Atlantic Veterinary College, University of Prince Edward Island. J Vet Med Educ 2006;33(1):100-104.
  • Latham CE, Morris A. Effects of formal training in communication skills on the ability of veterinary students to communicate with clients. Vet Rec 2007;160(6):181-186.
  • Hecker KG, Adams CL, Coe JB. Assessment of first-year veterinary students’ communication skills using an objective structured clinical examination: the importance of context. J Vet Med Educ 2012;39(3):304-310.
  • Artemiou E, Adams CL, Vallevand A, Violato C, Hecker KG. Measuring the effectiveness of small-group and web-based training methods in teaching clinical communication: a case comparison study. J Vet Med Educ 2013;40(3):242-251.
  • Englar RE, Williams M, Weingand K. Applicability of the Calgary-Cambridge Guide to dog and cat owners for teaching veterinary clinical communication. J Vet Med Educ 2016;43(2):143-169.
  • Sommer J, Lanier C, Perron NJ, Nendaz M, Clavet D, Audétat MC. A teaching skills assessment tool inspired by the Calgary-Cambridge model and the patient-centered approach. Patient Educ Couns 2016;99(4):600-609.
  • Iversen ED, Wolderslund M, Kofoed PE, Gulbrandsen P, Poulsen H, Cold S, Ammentorp J. Communication skills training: a means to promote time-efficient patient-centered communication in clinical practice. J Patient Cent Res Rev 2021;8(4):307-314.
  • Eskandari M, Hosseini F, Razjouyan K, Abadi A. Examining doctor-patient communication skills among senior medical students based on calgary cambridge observation guide. Med J Islam Repub Iran 2021;35:122.
  • Dohms MC, Collares CF, Tiberio IC. Brazilian version of Calgary-Cambridge Observation Guide 28-item version: cross-cultural adaptation and psychometric properties. Clinics 2021;76:e1706
  • Munson E, Willcox A. Applying the Calgary-Cambridge model. Practice Nursing 2007;18(9):464-468.
  • Greenhill N, Anderson C, Avery A, Pilnick A. Analysis of pharmacist-patient communication using the Calgary-Cambridge guide. Patient Educ Couns 2011;83(3):423-431.
  • Naughton CA. Patient-centered communication. Pharmacy (Basel) 2018;6(1):18.
  • Da Costa DL, Corlett SA, Dodds LJ. A narrative review on the consultation tools available for pharmacists in the United Kingdom: do they facilitate person-centred care? Int J Pharm Pract 2020;28(4):301-311.
  • Baniaghil AS, Ghasemi S, Aval MR, Behnampour N. Effect of communication skill training based on Calgary-Cambridge Observation Model on midwifery students' communication skills. J Res Dev Nurs Midw 2020;17 (2) :24-27.
  • Baniaghil AS, Ghasemi S, Rezaei-Aval M, Behnampour N. Effect of communication skills training using the Calgary-Cambridge Model on interviewing skills among midwifery students: a randomized controlled trial. Iran J Nurs Midwifery Res 2022;27(1):24-29.
  • Demirören M. Öğrenme kuramları ve klinik uygulama. In: Medical Education at a Glance (Bir Bakışta Tıp Eğitimi), Prof. Dr. Melih Elçin, editör. 1st ed. Ankara: Akademisyen Yayınevi; 2018. p. 10-11.
  • Demirören M. Eğitim programı. In: Medical Education at a Glance (Bir Bakışta Tıp Eğitimi), Prof. Dr. Melih Elçin, editör. 1st ed. Ankara: Akademisyen Yayınevi; 2018. p. 12-13.
  • Çiftçi Atılgan B. Klinik öğretim: planlama ve tasarım. In: Medical Education at a Glance (Bir Bakışta Tıp Eğitimi), Prof. Dr. Melih Elçin, editör. 1st ed. Ankara: Akademisyen Yayınevi; 2018. p. 36-37.
  • Elçin M. Küçük gruplarda öğretim: planlama ve tasarım. In: Medical Education at a Glance (Bir Bakışta Tıp Eğitimi), Prof. Dr. Melih Elçin, editör. 1st ed. Ankara: Akademisyen Yayınevi; 2018. p. 32-33.
  • Alat Er AD, Aslım G. Veteriner Hekimliğinde Malpraktis. Veteriner Farmakoloji ve Toksikoloji Derneği Bülteni, 2021;12(2):89-104.
  • Jones D, Dunn L, Watt I, Macleod U. Safety netting for primary care: evidence from a literature review. Br J Gen Pract 2019;69(678):e70-e79.
  • Gray SJ, Wacogne ID, Roland D. Fifteen-minute consultation: Safety netting effectively. Arch Dis Child Educ Pract Ed 2019;104(5):226-230.
  • Edwards PJ, Ridd MJ, Sanderson E, Barnes RK. Development of a tool for coding safety-netting behaviours in primary care: a mixed-methods study using existing UK consultation recordings. Br J Gen Pract 2019;69(689):e869-e877.
  • Edwards PJ, Ridd MJ, Sanderson E, Barnes RK. Safety netting in routine primary care consultations: an observational study using video-recorded UK consultations. Br J Gen Pract 2019;69(689):e878-e886.
  • Greenhalgh S, Finucane LM, Mercer C, Selfe J. Safety netting; best practice in the face of uncertainty. Muscyloskeletal Science and Practice 2020;48:102179.
  • Friedemann Smith C, Lunn H, Wong G, Nicholson BD. Optimising GPs' communication of advice to facilitate patients' self-care and prompt follow-up when the diagnosis is uncertain: a realist review of 'safety-netting' in primary care. BMJ Qual Saf. 2022;31(7):541-554.
  • Roder CA, May SA. The Hidden Curriculum of Veterinary Education: Mediators and Moderators of Its Effects. J Vet Med Educ 2017;44(3):542-551.

Turkish adaptation of Calgary-Cambridge Guidelines for the communication skills in veterinary medicine

Yıl 2023, , 36 - 49, 15.01.2023
https://doi.org/10.33188/vetheder.1147187

Öz

Communication skills are as important as clinical skills for veterinarians. Communication skills courses that will be added to the curriculum can provide students with these skills. Communication skills training in medicine, nursing, pharmacy and veterinary medicine internationally often draws on the Calgary-Cambridge Guidelines. With this study, it is aimed to adapt these guidelines, the original of which is English, into Turkish and to enable both students and veterinarians to access the information contained in these guidelines in their native language. For this purpose, the original guides were translated from English to Turkish by four different people, examined by seven different experts in terms of grammar, intelligibility and content, and culturally adapted. The draft prepared was evaluated by 10 volunteer intern veterinarians who were studying at Ankara University Faculty of Veterinary Medicine in the 2021-2022 Academic Year and selected by random sampling, and then a linguist was applied for the final check for grammar and semantic evaluation. Turkish English translation of the draft by the linguist, who works as the editor of medical translation, evaluated the harmony of the two texts. The guides, consisting of 7 main headings, 19 sub-headings, 73 items and three diagrams, were translated into Turkish with the title "Calgary-Cambridge Guidelines for Communication Skills in Veterinary Medicine". As a result, it is believed that these guides, which have been opened for access in the native language, will be useful not only for students, but also for clinicians in the process of communicating with the patient owner. Moreover, if the academicians working in the clinical sciences of the faculties benefit from these guidelines, it can be argued that the students can improve their communication skills through the hidden curriculum in addition to the undergraduate curriculum.

Kaynakça

  • McDermott MP, Tischler VA, Cobb MA, Robbé IJ, Dean RS. Veterinarian-client communication skills: current state, relevance, and opportunities for improvement. J Vet Med Educ 2015;42(4):305-314.
  • AVMA. Accreditation Policies and Procedures of the AVMA Council on Education Council on Education [online]. 2022 Apr 15 [cited 2022 Jul 6]; Available from: URL:https://www.avma.org/sites/default/files/2022-03/coe_pp-April-15-2022-F.pdf
  • Royal College of Veterinary Surgeons. Day One Comptences [online]. 2020 [cited 2022 Jul 6]; Available from: URL:https://www.rcvs.org.uk/news-and-views/publications/rcvs-day-one-competences-feb-2022/
  • EAEVE. List of subjects and Day One Competences [online]. 2019 [cited 2022 Jul 6]; Available from:URL:https://www.eaeve.org/fileadmin/downloads/eccvt/List_of_subjects_and_Day_One_Competences_approved_on_17_January_2019.pdf 6.7.2022
  • Alvarez E, Nichelason A, Lygo-Baker S, Olin S, Whittemore J, Ng Z. Virtual clinics: a student-led, problem-based learning approach to supplement veterinary clinical experiences. J Vet Med Educ 2022:e202101444.
  • Jahns H, Markey BK, de Waal T, Cassidy JP. Climbing the integration ladder: a case study on an interdisciplinary and case-based approach to teaching general pathology, parasitology and microbiology in the veterinary curriculum. J Vet Med Educ 2022;49(2):210-222.
  • Englar RE. A noveş approach to simulation-based education for veterinary medical communication training over eight consecutive pre-clinical quarters. J Vet Med Educ 2017;44(3):502-522.
  • Spruijt A, Prins-Aardema CC, Antonio de Carvalho-Filho M, Jaarsma D, Martin A. Co-constructive veterinary simulation: a novel approach to enhancing clinical communication and reflection skills. J Vet Med Educ 2022:e20210160.
  • Hall EJ, Baillie S, Hunt JA, Catterall AJ, Wolfe L, Decloedt A, Taylor AJ, Wissing S. Practical tips for setting up and running OSCEs. J Vet Med Educ 2022:e20220003.
  • Strand EB, Johnson B, Thompson J. Peer-assisted communication training: veterinary students as simulated clients and communication skills trainers. J Vet Med Educ 2013;40(3):233-241.
  • Rauch M, Bettermann V, Tipold A, Wissing S, Kleinsorgen C. Use of actors or peers as simulated clients in veterinary communication training. J Vet Med Educ 2022:e20210055.
  • Ünsal Adaca A (2022). Teaching feedback skills to veterinary students by peer-assisted learning. Ankara Univ Vet Fak Derg doi:10.33988/auvfd.950726
  • Hafen M, Drake AA, Rush BR, Nelson SC. Using authentic client interactions in communication skills training: predictors of proficiency. J Vet Med Educ 2013;40(4):318-326.
  • Hafen M Jr, Siqueira Drake AA, Rush BR, Sibley DS. Engaging students: using video clips of authentic client interactions in pre-clinical veterinary medical education. J Vet Med Educ 2015;42(3):252-258.
  • Adams CL, Kurtz S. Skills for Communicating in Veterinary Medicine. 1st ed. New York: Otmoor Publishing, Oxford and Dewpoint Publishing; 2017.
  • Kurtz SM, Silverman J. The Calgary-Cambridge Referenced Observation Guides: an aid to defining the curriculum and organizing the teaching in communication training programmes. Med Educ 1996;30(2):83-89.
  • Kurtz S, Silverman J, Draper J. Teaching and learning communication skills in medicine. 1st ed. Oxford: Radcliffee Medical Press; 1998.
  • Silverman J, Kurtz S, Draper J. Skills for communicating with patients. 1st ed. Oxford: Radcliffe Medical Press; 1998.
  • Kurtz S, Silverman J, Benson J, Draper J. Marriying content and process in clinical method teaching: enhancing the Calgary-Cambridge guides. Acad Med 2003;78(8):802-809.
  • Kurtz S, Silverman J, Draper J. Teaching and learning communication skills in medicine. 2nd ed. Boca Raton, FL: CRC Press; 2005.
  • Silverman J, Kurtz S, Draper J. Skills for communicating with patients. 2nd ed. Oxford: Radcliffe Publishing; 2005.
  • Silverman J, Kurtz S, Draper J. Skills for communicating with patients. 3rd ed. Boca Raton, FL: CRC Press; 2013.
  • Adams CL, Kurtz S. Coaching and feedback: enhancing communication teaching and learning in veterinary practice settings. J Vet Med Educ 2012;39(3):217-228.
  • Adams CL, Kurtz SM. Building on existing models from human medical education to develop a communication curriculum in veterinary medicine. J Vet Med Educ 2006;33(1):28-37.
  • Radford A, Stockley P, Silverman J, Taylor I, Turner R, Gray C. Development, teaching and evaluation of a consultation structure model for use in veterinary education. J Vet Med Educ 2006;33(1):38-44.
  • Gray CA, Blaxter AC, Johnston PA, Latham CE, May S, Philips CA, Turnbull N, Yamagishi B. Communication education in veterinary education in the United Kingdom and Ireland: the NUVACS Project coupled to progressive individual school endeavors. J Vet Med Educ 2006;33(1):85-92.
  • Shaw DH, Ihle SL. Communication skills training at the Atlantic Veterinary College, University of Prince Edward Island. J Vet Med Educ 2006;33(1):100-104.
  • Latham CE, Morris A. Effects of formal training in communication skills on the ability of veterinary students to communicate with clients. Vet Rec 2007;160(6):181-186.
  • Hecker KG, Adams CL, Coe JB. Assessment of first-year veterinary students’ communication skills using an objective structured clinical examination: the importance of context. J Vet Med Educ 2012;39(3):304-310.
  • Artemiou E, Adams CL, Vallevand A, Violato C, Hecker KG. Measuring the effectiveness of small-group and web-based training methods in teaching clinical communication: a case comparison study. J Vet Med Educ 2013;40(3):242-251.
  • Englar RE, Williams M, Weingand K. Applicability of the Calgary-Cambridge Guide to dog and cat owners for teaching veterinary clinical communication. J Vet Med Educ 2016;43(2):143-169.
  • Sommer J, Lanier C, Perron NJ, Nendaz M, Clavet D, Audétat MC. A teaching skills assessment tool inspired by the Calgary-Cambridge model and the patient-centered approach. Patient Educ Couns 2016;99(4):600-609.
  • Iversen ED, Wolderslund M, Kofoed PE, Gulbrandsen P, Poulsen H, Cold S, Ammentorp J. Communication skills training: a means to promote time-efficient patient-centered communication in clinical practice. J Patient Cent Res Rev 2021;8(4):307-314.
  • Eskandari M, Hosseini F, Razjouyan K, Abadi A. Examining doctor-patient communication skills among senior medical students based on calgary cambridge observation guide. Med J Islam Repub Iran 2021;35:122.
  • Dohms MC, Collares CF, Tiberio IC. Brazilian version of Calgary-Cambridge Observation Guide 28-item version: cross-cultural adaptation and psychometric properties. Clinics 2021;76:e1706
  • Munson E, Willcox A. Applying the Calgary-Cambridge model. Practice Nursing 2007;18(9):464-468.
  • Greenhill N, Anderson C, Avery A, Pilnick A. Analysis of pharmacist-patient communication using the Calgary-Cambridge guide. Patient Educ Couns 2011;83(3):423-431.
  • Naughton CA. Patient-centered communication. Pharmacy (Basel) 2018;6(1):18.
  • Da Costa DL, Corlett SA, Dodds LJ. A narrative review on the consultation tools available for pharmacists in the United Kingdom: do they facilitate person-centred care? Int J Pharm Pract 2020;28(4):301-311.
  • Baniaghil AS, Ghasemi S, Aval MR, Behnampour N. Effect of communication skill training based on Calgary-Cambridge Observation Model on midwifery students' communication skills. J Res Dev Nurs Midw 2020;17 (2) :24-27.
  • Baniaghil AS, Ghasemi S, Rezaei-Aval M, Behnampour N. Effect of communication skills training using the Calgary-Cambridge Model on interviewing skills among midwifery students: a randomized controlled trial. Iran J Nurs Midwifery Res 2022;27(1):24-29.
  • Demirören M. Öğrenme kuramları ve klinik uygulama. In: Medical Education at a Glance (Bir Bakışta Tıp Eğitimi), Prof. Dr. Melih Elçin, editör. 1st ed. Ankara: Akademisyen Yayınevi; 2018. p. 10-11.
  • Demirören M. Eğitim programı. In: Medical Education at a Glance (Bir Bakışta Tıp Eğitimi), Prof. Dr. Melih Elçin, editör. 1st ed. Ankara: Akademisyen Yayınevi; 2018. p. 12-13.
  • Çiftçi Atılgan B. Klinik öğretim: planlama ve tasarım. In: Medical Education at a Glance (Bir Bakışta Tıp Eğitimi), Prof. Dr. Melih Elçin, editör. 1st ed. Ankara: Akademisyen Yayınevi; 2018. p. 36-37.
  • Elçin M. Küçük gruplarda öğretim: planlama ve tasarım. In: Medical Education at a Glance (Bir Bakışta Tıp Eğitimi), Prof. Dr. Melih Elçin, editör. 1st ed. Ankara: Akademisyen Yayınevi; 2018. p. 32-33.
  • Alat Er AD, Aslım G. Veteriner Hekimliğinde Malpraktis. Veteriner Farmakoloji ve Toksikoloji Derneği Bülteni, 2021;12(2):89-104.
  • Jones D, Dunn L, Watt I, Macleod U. Safety netting for primary care: evidence from a literature review. Br J Gen Pract 2019;69(678):e70-e79.
  • Gray SJ, Wacogne ID, Roland D. Fifteen-minute consultation: Safety netting effectively. Arch Dis Child Educ Pract Ed 2019;104(5):226-230.
  • Edwards PJ, Ridd MJ, Sanderson E, Barnes RK. Development of a tool for coding safety-netting behaviours in primary care: a mixed-methods study using existing UK consultation recordings. Br J Gen Pract 2019;69(689):e869-e877.
  • Edwards PJ, Ridd MJ, Sanderson E, Barnes RK. Safety netting in routine primary care consultations: an observational study using video-recorded UK consultations. Br J Gen Pract 2019;69(689):e878-e886.
  • Greenhalgh S, Finucane LM, Mercer C, Selfe J. Safety netting; best practice in the face of uncertainty. Muscyloskeletal Science and Practice 2020;48:102179.
  • Friedemann Smith C, Lunn H, Wong G, Nicholson BD. Optimising GPs' communication of advice to facilitate patients' self-care and prompt follow-up when the diagnosis is uncertain: a realist review of 'safety-netting' in primary care. BMJ Qual Saf. 2022;31(7):541-554.
  • Roder CA, May SA. The Hidden Curriculum of Veterinary Education: Mediators and Moderators of Its Effects. J Vet Med Educ 2017;44(3):542-551.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Veteriner Cerrahi
Bölüm ARAŞTIRMA MAKALESİ
Yazarlar

Aytaç Ünsal Adaca 0000-0002-4958-2350

Yayımlanma Tarihi 15 Ocak 2023
Gönderilme Tarihi 22 Temmuz 2022
Kabul Tarihi 5 Aralık 2022
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

Vancouver Ünsal Adaca A. Veteriner hekimliğinde iletişim becerileri için Calgary-Cambridge Kılavuzlarının Türkçeye uyarlanması. Vet Hekim Der Derg. 2023;94(1):36-49.

Veteriner Hekimler Derneği Dergisi açık erişimli bir dergi olup, derginin yayın modeli Budapeşte Erişim Girişimi (BOAI) bildirisine dayanmaktadır. Yayınlanan tüm içerik, çevrimiçi ve ücretsiz olarak sunulan Creative Commons CC BY-NC 4.0 lisansı altında lisanslanmıştır. Yazarlar, Veteriner Hekimler Derneği Dergisi'nde yayınlanan eserlerinin telif haklarını saklı tutarlar.


Veteriner Hekimler Derneği / Turkish Veterinary Medical Society