# Communication Skills Training in Veterinary Education: A Scoping Review of Programs and Practices

## TL;DR

This review explores communication training programs in veterinary education, highlighting methods and regional disparities.

## Contribution

The study provides a comprehensive analysis of communication skills training approaches and geographic gaps in veterinary education.

## Key findings

- Most studies focused on veterinary students and used active learning strategies like role-play and peer-assisted learning.
- Communication training emphasized empathy, active listening, and nonverbal communication.
- Geographic disparities were noted, with underrepresentation of Latin American studies.

## Abstract

Effective communication is a key skill for veterinarians because it influences animal welfare, client satisfaction, and clinical decision-making. This scoping review analyzed 37 educational studies that investigated communication skills training in veterinary education and professional practice. Most studies originated from North America, primarily Canada (n = 15) and the United States (n = 8), while other regions, including Latin America, were underrepresented. Regarding target groups, 15 studies focused on veterinary students, 12 on practicing veterinarians, 8 on animal owners or clients, and 2 on veterinary educators. The reported educational approaches mainly involved structured training sessions that integrated theoretical lessons with practical exercises, role-playing to recreate clinical situations and provide feedback, experiential learning to encourage reflection based on personal experience, and peer-assisted learning to promote peer evaluation, practice among equals, and skill development in a collaborative environment. Addressing geographic disparities and strengthening faculty development are essential steps toward fostering more equitable and effective veterinary communication training worldwide.

Background: Effective communication is a fundamental competency in veterinary medicine that shapes the quality of veterinarian–client relationships, shared decision-making, and animal welfare. However, consistent and systematic integration of communication training across veterinary curricula remains uneven worldwide. Methods: This scoping review mapped and analyzed educational programs aimed at developing communication competencies in veterinary education and professional practices. A systematic search was conducted according to PRISMA-ScR guidelines, identifying 37 eligible studies published between 2005 and 2024. Results: Most publications were in English and originated from North America, particularly Canada (n = 15) and the United States (n = 8). Regarding target populations, 15 studies (40.5%) focused on veterinary students, 12 (32.4%) on practicing veterinarians, 8 (21.6%) on animal owners or clients, and 2 on veterinary educators. 18 studies (48.7%) described structured programs that used active learning strategies such as role-play, clinical simulations, peer-assisted learning, and formative feedback. The competencies frequently emphasized include empathy, active listening, nonverbal communication, conflict resolution, and rapport building. Notable best practices included the Calgary–Cambridge model, Objective Structured Clinical Examination (OSCE), and reflective video analysis. Conclusions: The available evidence indicates a growing emphasis on clinical communication within veterinary education, primarily implemented through experiential and practice-based approaches. However, substantial gaps persist in the representation of Latin American contexts and in the systematic, longitudinal integration of communication skills across veterinary curricula. Addressing these gaps may contribute to more coherent, equitable, and context-sensitive communication training in veterinary education.