Nonverbal Communication between Veterinary Students and their Teachers in Food Animal PracticeHeli I. Koskinen*
A professional post graduate student specializing in infectious diseases in animals, Department of Veterinary Biosciences, P.O. Box 66, FI-00014 University of Helsinki, Finland
- *Corresponding Author:
- Dr. Heli I. Koskinen, PhD, DVM
A professional post graduate student
specializing in infectious diseases in animals
Department of Veterinary Biosciences
P.O. Box 66, FI-00014
University of Helsinki
E-mail: [email protected]
Received date: October 14, 2011; Accepted date: November 03, 2011; Published date: November 08, 2011
Citation: Koskinen HI (2011) Nonverbal Communication between Veterinary Students and their Teachers in Food Animal Practice. J Veterinar Sci Technol S4:002. doi:10.4172/2157-7579.S4-002
Copyright: © 2011 Koskinen HI. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Among veterinary and medical educators it has been concluded that there are many gaps in the educators’ knowledge of effective clinical teaching practice and learning environments. The learning environment, important for the quality of education, contains integrating elements such as educational culture and instructional strategies, defining the behavior of the participants, the teaching behavior of teachers and the learning strategies adopted by students. Usually, the verbal dimension of communication is highlighted although it is demonstrated that in interaction situations the non-linguistic, nonverbal communication is far more effective. Nowadays, it is claimed that the students
are clients in a professional relationship because in such circumstances they receive signals; a different set of expectations, responsibilities and a respect typical of their own profession. The main point explored is, the quality of nonverbal communication between veterinary medical students and their teachers, because it is believed to have an influence on learning. Ambulatory practice with food production animals was utilized, and the visual recording was included. A television program on everyday life in the University’s Animal Hospital in 2009 was taken as a ready source of communication. A Small distance between the participants’ bodies and faces and a minimal number of
gestures and facial expressions are found. Instead, kinetic responses are well represented, either independently or as a response to the teacher’s gaze. For the students the rules of behavior were dictated by their teacher. There was an obvious professional-client relationship with closeness, familiarity and respect, but also a professional-client relationship in which the students had two basic tasks; to listen and to act. These characteristics have effects on learning and consequently, new hypotheses could be established, and the observed kinetic responses should be added to checking lists with only verbally defined categories, at least when the interaction in the veterinary context is involved.