@article{mccool_kedrowicz_2024, title={An Exploratory Qualitative Content Analysis of First-Year Veterinary Students’ Perspectives on Conflict}, url={https://doi.org/10.3138/jvme-2023-0164}, DOI={10.3138/jvme-2023-0164}, abstractNote={Teamwork among health professionals is a requirement for the delivery of excellent medical care; effective teamwork leads to improved patient outcomes and greater job satisfaction for health care professionals. A critical component of successful teamwork is effective conflict management. While preliminary evidence suggests that many health care providers have negative perceptions of conflict and conflict-avoidant tendencies, no existing research to-date has explored veterinary students’ perspectives on conflict. Understanding the ways in which veterinary students perceive conflict represents an important first step in helping them identify strategies for future conflict management. The purpose of this exploratory study was to describe the first-year veterinary students’ perspectives on conflict. Students responded to two open-ended prompts as part of a reflection assignment following an instructional module on conflict. Results from the qualitative content analysis showed that students demonstrated an understanding of (a) the role of feelings and emotions in conflict, (b) the importance of relying on facts and observations as opposed to evaluations and judgment in conflict, (c) the value of competent communication in conflict, and (d) self-awareness of personal factors related to conflict. These findings highlight the power of self-reflection to learners’ awareness of default tendencies when faced with conflict, the impact of their attitudes and experiences on conflict behavior, and a willingness to incorporate a collaborative approach to conflict resolution in the future.}, journal={Journal of Veterinary Medical Education}, author={McCool, Katherine E. and Kedrowicz, April A.}, year={2024}, month={Apr} }
 @article{caddiell_gruen_lascelles_kedrowicz_2024, title={Qualitative Exploration of the Hidden Curriculum in Communicating Dog Breed Stereotypes During Veterinary Clinical Training}, url={https://doi.org/10.3138/jvme-2023-0155}, DOI={10.3138/jvme-2023-0155}, abstractNote={ Cultural transmission of breed-specific beliefs about canine pain sensitivity occurs during veterinary education and training. However, breed-specific beliefs held by veterinarians do not align well with experimental measures of pain observed across dog breeds and are unlikely to be helpful in clinical decision making. The aim of the present study was to gain a deeper understanding of how dog breed pain stereotypes are developed and/or reinforced during clinical veterinary training. Non-participant, unobtrusive observations were conducted for a single clinical rotation block across three specialties. Field notes with contextual details were maintained and later transcribed and expanded using personal reflection. A thematic analysis revealed the following three themes: confusion and mixed messages related to instruction about pain; rotation microcultures and norms related to pain; and breed specific messages related to pain identification and treatment decisions. As students processed their social interactions, we suggest that they may have internalized breed stereotypes and used these to inform their perceptions about patient pain. This information will help facilitate the development of training to enhance veterinary medical education and promote best practices for pain identification and management in canine patients. }, journal={Journal of Veterinary Medical Education}, author={Caddiell, Rachel M.P. and Gruen, Margaret E. and Lascelles, B. Duncan X. and Kedrowicz, April A.}, year={2024}, month={Apr} }
 @article{frey_kedrowicz_hedgpeth_2023, title={Decision making on antimicrobial use: Cat and dog owners’ knowledge and preferences for veterinary communication}, volume={9}, ISSN={0042-4900 2042-7670}, url={http://dx.doi.org/10.1002/vetr.3411}, DOI={10.1002/vetr.3411}, abstractNote={Abstract}, journal={Veterinary Record}, publisher={Wiley}, author={Frey, Erin and Kedrowicz, April and Hedgpeth, Mari‐Wells}, year={2023}, month={Sep} }
 @article{banse_kedrowicz_michel_burton_jean_anderson_anderson_barr_boller_chaney_et al._2023, title={Implementing Competency-Based Veterinary Education: A Survey of AAVMC Member Institutions on Opportunities, Challenges, and Strategies for Success}, volume={10}, ISSN={["1943-7218"]}, DOI={10.3138/jvme-2023-0012}, abstractNote={ Competency-based education is increasingly being adopted across the health professions. A model for competency-based education in veterinary medicine was recently developed by a working group of the American Association of Veterinary Medical Colleges (AAVMC) and is being used in institutions worldwide. The purpose of this study was to gather information on progress in and barriers to implementing competency-based education (including use of the AAVMC competency-based veterinary education [CBVE] Model) by AAVMC member schools to inform the development of strategies to support institutions in successful implementation of the CBVE Model. A cross-sectional survey was developed and distributed to AAVMC member institutions via an AAVMC web-based communication platform. Thirty-four of 55 AAVMC member institutions responded to the survey (62% response rate). Twenty schools reported using a competency-based education framework. Eleven of these institutions had implemented the AAVMC CBVE Framework, with an additional 12 institutions anticipating implementing it over the next 3 years. Timing, resources, and change management were the most commonly reported challenges to implementation. Suggestions for development of training resources included translation of milestones to pre-clinical courses, development of assessments, guidance on making progress decisions, illustrative overviews of specific components of the CBVE Model (e.g., the AAVMC CBVE Framework, EPAs, entrustment scales, milestones), and curriculum mapping. This study assesses progress in implementing the CBVE Model in AAVMC member schools and aids in identifying key challenges and resources to support faculty and institutions in the successful adoption and implementation of this educational model. }, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Banse, Heidi E. and Kedrowicz, April and Michel, Kathryn E. and Burton, Erin N. and Jean, Kathleen Yvorchuk-St and Anderson, Jim and Anderson, Stacy and Barr, Margaret C. and Boller, Elise and Chaney, Kristin and et al.}, year={2023}, month={Oct} }
 @article{gonzalez_stampley_marcellin-little_kedrowicz_2023, title={Respondents to an American College of Veterinary Surgeons diplomate survey support the promotion of diversity, equity, and inclusion initiatives}, volume={261}, ISSN={["1943-569X"]}, DOI={10.2460/javma.23.06.0310}, abstractNote={Abstract}, number={12}, journal={JAVMA-JOURNAL OF THE AMERICAN VETERINARY MEDICAL ASSOCIATION}, author={Gonzalez, Liara M. and Stampley, Anita R. and Marcellin-Little, Denis J. and Kedrowicz, April A.}, year={2023}, month={Dec}, pages={1847–1852} }
 @article{frey_kedrowicz_hedgpeth_2023, title={Veterinary Students Underestimate Cat and Dog Owner Adherence and Knowledge Regarding Antimicrobial Use and Resistance}, volume={12}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme-2023-0129}, DOI={10.3138/jvme-2023-0129}, abstractNote={ The purpose of this study was to explore students’ perceptions related to cat and dog owners’ (a) knowledge of antibiotics and antimicrobial resistance, (b) expectations and preferences related to antibiotic use, and (c) preferences and experiences related to veterinarian–client communication preferences and experiences. This project compared students’ responses to those provided by cat and dog owners in a previous study. Because that prior research suggested that students’ perceptions can shift over time, we also explored whether progression throughout the DVM curriculum impacted students’ views of cat and dog owners. DVM students ( n = 584) from seven schools in the Southeastern Veterinary Education Consortium completed an online survey based on prior research of cat and dog owner behavior and preferences. Results indicate that DVM students overestimate cat and dog owner's expectations for antibiotics and underestimate cat and dog owners’ adherence to veterinary directions for antibiotic use. Similarly, fewer DVM students than cat and dog owners agreed that veterinary communication about antibiotics, their side effects, and their cost occurs during visits with a sick pet. Where significant, more students in later DVM class years had a positive view about client knowledge/adherence and veterinary communication. This lack of confidence in clients’ knowledge and competence and in the quality of veterinarian–client communication indicates a need to educate students on their perceptions of veterinary–client communications, as well as reinforcing that clients generally listen and trust veterinarians’ recommendations regarding antimicrobial prescribing and stewardship. }, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Frey, Erin and Kedrowicz, April and Hedgpeth, Mari-Wells}, year={2023}, month={Dec} }
 @article{frey_kedrowicz_hedgpeth_2022, title={Exploring companion animal caretakers' attitudes, perceptions and behavioural drivers of antimicrobial use within the social context of veterinary care}, volume={63}, ISSN={0022-4510 1748-5827}, url={http://dx.doi.org/10.1111/jsap.13549}, DOI={10.1111/jsap.13549}, abstractNote={ObjectiveTo explore companion animal caretakers' attitudes, perceptions and behavioural drivers of antimicrobial use within the social context of veterinary care.}, number={12}, journal={Journal of Small Animal Practice}, publisher={Wiley}, author={Frey, E. and Kedrowicz, A. and Hedgpeth, M. W.}, year={2022}, month={Sep}, pages={873–881} }
 @article{mccool_kedrowicz_2021, title={Evaluation of Veterinary Students' Communication Skills with a Service Dog Handler in a Simulated Client Scenario}, volume={48}, ISSN={["1943-7218"]}, url={https://doi.org/10.3138/jvme.2019-0140}, DOI={10.3138/jvme.2019-0140}, abstractNote={ Effective communication skills serve as a key component of excellent veterinary care and provide a foundation for building trusting relationships with clients. While many veterinary clients value their pets for companionship, the focus of other relationships may be based on a partnership between the human and animal, as is the case with the handlers of service dogs. As the use of service dogs in the US continues to grow, it is important that veterinary professionals are educated on how best to meet the unique needs of service dogs and their handlers. This article evaluates the interactions of veterinary students with a service dog handler in a simulated client scenario. Ten videotaped interactions were coded to assess third-year students’ communication skills (nonverbal communication, open-ended questions, reflective listening, and empathy), and their ability to discuss the diagnostic and therapeutic options for a dog with suspected intervertebral disk disease. Results showed that the majority of students demonstrated competence in the use of nonverbal communication skills and in discussing the biomedical aspects of the disease. Students require development in the use of open-ended questions, reflective listening statements, and expression of empathy, as well as building client rapport and discussing the psychosocial aspect of the disease on the client and patient. These findings suggest that veterinary students may benefit from targeted instruction on “best practices” in caring for service dogs and their handlers, including greater attention to the psychosocial aspects of a disease, and from additional communication practice using standardized clients with service dogs. }, number={5}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, publisher={University of Toronto Press Inc. (UTPress)}, author={McCool, Katherine E. and Kedrowicz, April A.}, year={2021}, month={Oct}, pages={538–548} }
 @article{armitage-chan_reissner_jackson_kedrowicz_schoenfeld-tacher_2021, title={How Do Veterinary Students Engage When Using Creative Methods to Critically Reflect on Experience? A Qualitative Analysis of Assessed Reflective Work}, volume={9}, ISSN={["1943-7218"]}, DOI={10.3138/jvme-2021-0070}, abstractNote={ Critical reflection—the exploration and questioning of one’s experience, beliefs, assumptions, and actions—supports resilience, empathy, the management of uncertainty, and professional identity formation. Yet for many students and educators, the techniques to engage in critical reflection are elusive. Creative methods that foster engagement with emotional and uncertain aspects of experience reportedly help some students to reflect at a more critical level than when they use reflective writing, and this study explores more deeply the experiences of such students, who used creative methods to critically reflect on challenging or troubling past events. A narrative methodology was utilized, in which researchers collaboratively co-constructed an understanding of students’ experiences of reflection to identify the activities and steps they used. Creative methods did not inherently lead to critical reflection, but when this was achieved, the creative approaches seemed to facilitate a staging of reflection, which incorporated five sequential stages: preplanning creative depiction, experimenting with different ideas, deliberately completing the reflective piece, reflecting on creative work, and reflecting again on learning and development. This cyclic, repeated revisit to experience, as students engaged in each stage of their work, appeared to facilitate both a deep connection with the emotional elements of experience and a more distanced analysis. This ultimately led to a deepening of understanding of events, including the construction of students’ own beliefs and empathy with others’ views. }, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Armitage-Chan, Elizabeth and Reissner, Stefanie and Jackson, Elizabeth and Kedrowicz, April and Schoenfeld-Tacher, Regina}, year={2021}, month={Sep} }
 @article{hammond_kedrowicz_2021, title={Increasing Team Effectiveness Through Experiential Team Training: An Explanatory Mixed-Methods Study of First-Year Veterinary Students' Team Experiences}, volume={11}, ISSN={["1943-7218"]}, url={https://doi.org/10.3138/jvme-2021-0108}, DOI={10.3138/jvme-2021-0108}, abstractNote={ This article explores the impact of experiential team communication training on student team effectiveness. First-year veterinary students were concurrently enrolled in the Group Communication in Veterinary Medicine course and applied their knowledge to their authentic team experiences in the Veterinary Anatomy and Introduction to Clinical Problem Solving courses. All students completed a modified team effectiveness instrument and a team self-reflection at the end of the semester. Results show that students experienced a high level of team effectiveness. Although students experienced challenges with respect to staying on task and distributing roles and responsibilities, team coordination and communication improved over time, due in part to the team activities associated with the team training intervention. This research provides support for the impact of experiential team training to the development of team process skills and team effectiveness. }, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Hammond, Sarah and Kedrowicz, April A.}, year={2021}, month={Nov} }
 @article{kedrowicz_royal_2020, title={A Comparison of Public Perceptions of Physicians and Veterinarians in the United States}, volume={7}, ISSN={["2306-7381"]}, url={https://doi.org/10.3390/vetsci7020050}, DOI={10.3390/vetsci7020050}, abstractNote={Veterinary medicine consists of virtually the same medical specialties as human medicine, with veterinarians performing similar roles as medical doctors, albeit with different species. Despite these similarities, anecdotally, some perceptions of veterinarians as not “real doctors” persist. The purpose of this study was to explore and compare public perceptions of physicians and veterinarians. Participants were provided brief definitions of a physician and a veterinarian and then asked to provide a rating that best describes their perception with respect to 25 different personality characteristics/traits. A sample of 606 participants (unweighted) in the United States completed the survey. The results of this research show that the public tends to perceive veterinarians more favorably than physicians. More specifically, veterinarians were viewed as more approachable, sensitive, sympathetic, patient and understanding, while physicians were viewed as more proud, arrogant and overconfident. These results point to the favorable public perceptions of veterinarians. These findings are particularly relevant for veterinary educators who train the future workforce and have a significant role both in how the profession is portrayed and emphasizing the relationship between the public trust and social responsibility. Reinforcing the public’s strong trust in the veterinary profession throughout students’ education could enhance their own self-concept, self-esteem and overall mental health and well-being.}, number={2}, journal={VETERINARY SCIENCES}, author={Kedrowicz, April A. and Royal, Kenneth D.}, year={2020}, month={Jun} }
 @article{mccool_kedrowicz_2020, title={Evaluation of Veterinary Students’ Communication Skills with a Service Dog Handler in a Simulated Client Scenario}, url={https://doi.org/10.3138/jvme-2019-0140}, DOI={10.3138/jvme-2019-0140}, abstractNote={Effective communication skills serve as a key component of excellent veterinary care and provide a foundation for building trusting relationships with clients. While many veterinary clients value their pets for companionship, the focus of other relationships may be based on a partnership between the human and animal, as is the case with the handlers of service dogs. As the use of service dogs in the US continues to grow, it is important that veterinary professionals are educated on how best to meet the unique needs of service dogs and their handlers. This article evaluates the interactions of veterinary students with a service dog handler in a simulated client scenario. Ten videotaped interactions were coded to assess third-year students' communication skills (nonverbal communication, open-ended questions, reflective listening, and empathy), and their ability to discuss the diagnostic and therapeutic options for a dog with suspected intervertebral disk disease. Results showed that the majority of students demonstrated competence in the use of nonverbal communication skills and in discussing the biomedical aspects of the disease. Students require development in the use of open-ended questions, reflective listening statements, and expression of empathy, as well as building client rapport and discussing the psychosocial aspect of the disease on the client and patient. These findings suggest that veterinary students may benefit from targeted instruction on "best practices" in caring for service dogs and their handlers, including greater attention to the psychosocial aspects of a disease, and from additional communication practice using standardized clients with service dogs.}, journal={Journal of Veterinary Medical Education}, author={McCool, Katherine E. and Kedrowicz, April A.}, year={2020}, month={Aug} }
 @article{kedrowicz_taylor_2019, title={IDEOLOGIES OF GENDER Culture Clash between the Disciplines}, ISBN={["978-1-60732-802-5"]}, DOI={10.7330/9781607328032.c008}, journal={SOJOURNING IN DISCIPLINARY CULTURES: A CASE STUDY OF TEACHING WRITING IN ENGINEERING}, author={Kedrowicz, April A. and Taylor, Julie L.}, year={2019}, pages={134–153} }
 @article{hanley_kedrowicz_hammond_hardie_2019, title={Impact of Team Communication Training on Performance and Self-Assessment of Team Functioning during Sophomore Surgery}, volume={46}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0317-046r1}, abstractNote={ Collaboration and teamwork are important skills for veterinary professionals that affect relationship development, health and well-being, financial success, and clinical outcomes. This study explores the impact of team communication training on performance and assessment of team functioning during second-year surgery by comparing two different classes. The class of 2017 (control group) received no formal training in team communication before their participation in surgery, and the class of 2018 (treatment group) participated in training offered through a dedicated team communication course. Results showed that team training increased surgical preparation times and had a positive impact on perceptions of competence in some teamwork behaviors. Both cohorts identified similar challenges and solutions associated with teamwork, although the team-trained students responded to challenges differently than the control group. Team communication training had a positive impact on students’ ability to plan and organize their experiences, navigate team dynamics in the moment, and respond to stress in a positive manner. These findings suggest that team training does, in fact, make a difference in students’ abilities to navigate a team task productively. }, number={1}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Hanley, Amanda and Kedrowicz, April A. and Hammond, Sarah and Hardie, Elizabeth M.}, year={2019}, pages={45–55} }
 @article{sheats_hammond_kedrowicz_2018, title={Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital}, volume={5}, ISSN={2306-7381}, url={http://dx.doi.org/10.3390/vetsci5040099}, DOI={10.3390/vetsci5040099}, abstractNote={Client communication is a core clinical skill that is taught as part of the required curriculum at many veterinary colleges. Although much client communication occurs face-to-face, telephone communication is used to provide patient updates, relay results of diagnostic tests, and check on discharged patients. This research explored fourth year veterinary medical students’ telephone communication skills. We recorded and analyzed the transcripts of 25 calls students made to clients of three different services in the Veterinary Teaching Hospital. Additionally, we explored the perspectives of veterinary educators by distributing a survey to university faculty and house officers (n = 57). Results indicate that students excelled at identifying the patient and purpose of the call and incorporating professional language and clear explanations. They require development in providing structure and incorporating core communication skills. Compared with our survey results, the student findings are at odds with clinicians’ expectations of students’ communication abilities. We conclude that additional training is required to familiarize students with expectations regarding telephone communication, including reviewing the case thoroughly, preparing to answer questions and provide explanations, following organizational protocol, and incorporating open ended questions, reflective listening, and empathy. This data will inform design, and help to measure the impact, of telephone communication education and training that will be incorporated into the existing veterinary communication curriculum.}, number={4}, journal={Veterinary Sciences}, publisher={MDPI AG}, author={Sheats, M. and Hammond, Sarah and Kedrowicz, April}, year={2018}, month={Dec}, pages={99} }
 @article{stevens_kedrowicz_2018, title={Evaluation of Fourth-Year Veterinary Students' Client Communication Skills: Recommendations for Scaffolded Instruction and Practice}, volume={45}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.0816-129r1}, DOI={10.3138/jvme.0816-129r1}, abstractNote={ Effective client communication is important for success in veterinary practice. The purpose of this project was to describe one approach to communication training and explore fourth-year veterinary students' communication skills through an evaluation of their interactions with clients during a general practice rotation. Two raters coded 20 random videotaped interactions simultaneously to assess students' communication, including their ability to initiate the session, incorporate open-ended questions, listen reflectively, express empathy, incorporate appropriate nonverbal communication, and attend to organization and sequencing. We provide baseline data that will guide future instruction in client communication. Results showed that students' communication skills require development. Half of the students sampled excelled at open-ended inquiry (n=10), and 40% (n=8) excelled at nonverbal communication. Students needed improvement on greeting clients by name and introducing themselves and their role (n=15), reflective listening (n=18), empathy (n=17), and organization and sequencing (n=18). These findings suggest that more focused instruction and practice is necessary in maintaining an organized structure, reflective listening, and empathy to create a relationship-centered approach to care. }, number={1}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Stevens, Brenda J. and Kedrowicz, April A.}, year={2018}, month={Feb}, pages={85–90} }
 @article{royal_sheats_kedrowicz_2018, title={Readability Evaluations of Veterinary Client Handouts and Implications for Patient Care}, volume={33}, ISSN={["1946-9837"]}, DOI={10.1053/j.tcam.2018.03.005}, abstractNote={Health literacy and readability are important considerations for veterinary medicine, as veterinarians commonly distribute brochures, leaflets and info-graphics to explain health related issues to pet owners. Educational materials that are poorly comprehended by the intended audience could result in negative, unintended consequences. Thus, the National Institutes of Health (NIH) and the American Medical Association (AMA) have recommended readability levels for text on health information be targeted between the fourth and sixth grade levels to accommodate a highly diverse public. In the context of veterinary medicine, an increased awareness among veterinary professionals and educators regarding readability scores and the tools available to generate "easy-to-read" text would likely benefit client adherence with veterinary recommendations, client satisfaction with their veterinarian, and ultimately, pet health. Therefore, the goal of this study was to evaluate the readability levels of a sample of popular client handout materials prepared expressly for veterinarians to download and distribute to their pet-owning clients. Results indicate that 9 of 10 client brochures were written above the recommended sixth grade reading level. Recommendations for improving readability are provided.}, number={2}, journal={TOPICS IN COMPANION ANIMAL MEDICINE}, publisher={Elsevier BV}, author={Royal, Kenneth D. and Sheats, M. Katie and Kedrowicz, April A.}, year={2018}, month={Jun}, pages={58–61} }
 @article{kedrowicz_hammond_dorman_2018, title={Student Engagement with Rubrics to Promote Enhanced Written Communication of Health Information}, volume={28}, ISSN={2156-8650}, url={http://dx.doi.org/10.1007/s40670-018-0608-4}, DOI={10.1007/s40670-018-0608-4}, number={4}, journal={Medical Science Educator}, publisher={Springer Science and Business Media LLC}, author={Kedrowicz, April A. and Hammond, Sarah and Dorman, David C.}, year={2018}, month={Aug}, pages={591–596} }
 @article{sheats_royal_kedrowicz_2018, title={Using readability software to enhance the health literacy of equine veterinary clients: An analysis of 17 American Association of Equine Practitioners’ newsletter and website articles}, volume={51}, ISSN={0425-1644 2042-3306}, url={http://dx.doi.org/10.1111/evj.13042}, DOI={10.1111/evj.13042}, abstractNote={Summary}, number={4}, journal={Equine Veterinary Journal}, publisher={Wiley}, author={Sheats, M. K. and Royal, K. and Kedrowicz, A.}, year={2018}, month={Dec}, pages={552–555} }
 @article{dorman_kedrowicz_2017, title={Survey of Diplomates of the American Board of Veterinary Toxicology Regarding Perceptions of the Value of This Certification}, volume={36}, ISSN={["1092-874X"]}, DOI={10.1177/1091581817726775}, abstractNote={An anonymous, online questionnaire was sent to active diplomates of the American Board of Veterinary Toxicology (DABVTs; n = 95) to determine the attitudes of veterinary toxicologists toward their ABVT certification and the adequacy of the training programs in this discipline. We gathered information related to demographics, educational and work history, and other specialty board membership. Ten questions sought the respondent’s opinion related to the economic value of the specialty, whether workforce shortages for DABVT exist, and whether DABVTs should complete a residency or graduate program. Fifty-one (54%) DABVTs responded. Their mean age was 58 and most (88%) held a graduate degree. When respondents were asked to rate their level of agreement (strongly disagree = 1; strongly agree = 5), most (73%) agreed or strongly agreed (median = 4) that there was a shortage of DABVTs. Fourteen (27%) participants strongly disagreed that the ABVT certification was required for their position, while 15 (29%) strongly agreed with this statement (median = 3). Most respondents agreed that the ABVT certification has been critical to their career (median = 4), in addition to a financial benefit to being a DABVT (median = 4). Most (67%) participants strongly or somewhat disagreed that current training programs are adequate to meet the shortage of DABVT (median = 2). Our findings indicate there is concern about the number of DABVTs and the adequacy of training programs to meet this perceived need. These findings improve our understanding of current attitudes of DABVTs toward their specialty.}, number={5}, journal={INTERNATIONAL JOURNAL OF TOXICOLOGY}, author={Dorman, David C. and Kedrowicz, April A.}, year={2017}, pages={380–385} }
 @article{kedrowicz_hammond_dorman_2017, title={Teaching Tip: Improving Students' Email Communication through an Integrated Writing Assignment in a Third-Year Toxicology Course}, volume={44}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.0816-124r2}, DOI={10.3138/jvme.0816-124r2}, abstractNote={ Client communication is important for success in veterinary practice, with written communication being an important means for veterinarian–client information sharing. Effective communication is adapted to clients' needs and wants, and presents information in a clear, understandable manner while accounting for varying degrees of client health literacy. This teaching tip describes the use of a mock electronic mail assignment as one way to integrate writing into a required veterinary toxicology course. As part of this project, we provide baseline data relating to students' written communication that will guide further development of writing modules in other curricula. Two independent raters analyzed students' writing using a coding scheme designed to assess adherence to the guidelines for effective written health communication. Results showed that the majority of students performed satisfactorily or required some development with respect to recommended guidelines for effective written health communication to facilitate client understanding. These findings suggest that additional instruction and practice should emphasize the importance of incorporating examples, metaphors, analogies, and pictures to create texts that are comprehensible and memorable to clients. Recommendations are provided for effective integration of writing assignments into the veterinary medicine curriculum. }, number={2}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Kedrowicz, April A. and Hammond, Sarah and Dorman, David C.}, year={2017}, month={May}, pages={280–289} }
 @article{royal_kedrowicz_2017, title={Turning a blind eye: How lack of communication with ER nurses nearly cost a patient permanent vision loss}, volume={4}, ISSN={2372-0247}, url={http://dx.doi.org/10.35680/2372-0247.1226}, DOI={10.35680/2372-0247.1226}, abstractNote={This narrative presents a case in which a patient was treated for conjunctivitis, but a breakdown in several layers of communication (between the hospital and the patient, and between hospital personnel) resulted in multiple medical errors that nearly costs the patient permanent vision loss. This real-life case underscores how simple communication errors may lead to life-altering consequences. Recommendations for improving communication to ensure similar errors do not happen to others are provided.}, number={3}, journal={Patient Experience Journal}, publisher={The Beryl Institute}, author={Royal, Kenneth and Kedrowicz, April}, year={2017}, month={Nov}, pages={12–14} }
 @article{royal_kedrowicz_snyder_2016, title={Do All Dogs Go to Heaven? Investigating the Association between Demographic Characteristics and Beliefs about Animal Afterlife}, volume={29}, ISSN={["1753-0377"]}, DOI={10.1080/08927936.2016.1189748}, abstractNote={ABSTRACT The purpose of this research was to explore American’s beliefs about animal afterlife based on key demographic factors such as sex, race/ethnicity, age, geographic region, religion/faith, and pet ownership. We attained a large and diverse sample of respondents (n = 800) using Amazon’s Mechanical Turk, and attempted to make the data fairly representative of the United States population by applying post-stratification weights based on auxiliary statistics obtained from US Census data. Results of the study suggest that many people perceive animal lives as similarly sacred as human lives. Evidence also suggests that one’s membership in a particular demographic category may have considerable bearing on views about animal afterlife. The authors recommend veterinarians remain cognizant that some people extend their own views on issues such as spirituality to their pets and those beliefs and values can impact veterinary care and decision-making.}, number={3}, journal={ANTHROZOOS}, publisher={Informa UK Limited}, author={Royal, Kenneth D. and Kedrowicz, April A. and Snyder, Amy M.}, year={2016}, pages={409–420} }
 @article{kedrowicz_taylor_2016, title={Shifting Rhetorical Norms and Electronic Eloquence: TED Talks as Formal Presentations}, volume={30}, ISSN={["1552-4574"]}, DOI={10.1177/1050651916636373}, abstractNote={ Advances in digital media have made an impact on traditional rhetorical culture, thus shifting expectations and norms associated with orality and public presentation. Technology, entertainment, and design (TED) talks represent a new genre of presentation characteristic of Jamieson’s notion of electronic eloquence in that presenters weave together an engaging narrative complete with a strong visual presence. This study applies Bandura’s social cognitive learning theory to explore how students make sense of TED talks. Students responded to two questionnaires in two different classes: a basic public speaking course and a technical communication course. The results suggest that students learn vicariously through viewing mediated presentations, thus shaping their view of public speaking as a coproduced, networked, and engaging narrative. The authors offer recommendations for communication practitioners related to electronic eloquence and the rhetorical tradition. }, number={3}, journal={JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION}, author={Kedrowicz, April A. and Taylor, Julie L.}, year={2016}, month={Jul}, pages={352–377} }
 @article{kedrowicz_royal_flammer_2016, title={Social media and impression management: Veterinary Medicine students’ and faculty members’ attitudes toward the acceptability of social media posts}, volume={4}, number={4}, journal={Journal of Advances in Medical Education & Professionalism}, author={Kedrowicz, April A. and Royal, K. and Flammer, K.}, year={2016}, month={Oct}, pages={155–162} }
 @article{kedrowicz_2016, title={The Impact of a Group Communication Course on Veterinary Medical Students' Perceptions of Communication Competence and Communication Apprehension}, volume={43}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0615-100r1}, abstractNote={ This paper explores the impact of a group communication course on veterinary medical students' perceptions of communication competence and communication anxiety. Students enrolled in the Group Communication in Veterinary Medicine course completed the Personal Report of Communication Apprehension and the Communicative Competence Scale at the beginning (Time 1) and end (Time 2) of the semester. Results show that first-year veterinary students' self-perceptions of communication competence increased and their self-reported levels of communication apprehension decreased across multiple contexts from Time 1 to Time 2. This research provides support for experiential communication training fostering skill development and confidence. }, number={2}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Kedrowicz, April A.}, year={2016}, pages={135–142} }
 @article{kedrowicz_2015, title={Clients and Veterinarians as Partners in Problem Solving during Cancer Management: Implications for Veterinary Education}, volume={42}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0315-048r}, abstractNote={ This research explores client satisfaction with veterinarian interactions and support during cancer management. Ninety-four members of the online Pet Cancer Support group completed the electronic communication and support questionnaire. Results show that 77% of respondents (n=72) are satisfied with their veterinarian; 71% (n=67) are satisfied with the information their veterinarian provides about treatment options; and 70% percent (n=66) are satisfied with the support they receive from their veterinarian. Strong, positive correlations exist between level of satisfaction and information about treatment options (rs=.795, n=91, p<.001) and between level of satisfaction and support received from the veterinarian (rs=.759, n=90, p<.001). Problem-focused informational support and tangible support dominated clients' descriptions of support and affected their support satisfaction. Emotion-focused support was not as important, and in some cases was not expected of the veterinarian. Results suggested that clients' overall satisfaction with their veterinarian is related to their satisfaction with information about treatment options and satisfaction with the support the veterinarian provides. By providing problem-focused support, veterinarians can empower clients and enhance their sense of control, thus positively affecting satisfaction and the likelihood of a long-lasting relationship. Taken together, these findings have implications for our understanding of veterinarian–client communication related to relationship-centered care and client empowerment, as well as implications for veterinary medical education and communication curricula. }, number={4}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Kedrowicz, April A.}, year={2015}, pages={373–381} }
 @article{royal_schoenfeld-tacher_kedrowicz_hardie_flammer_2015, title={Measuring Factors that Influence Decisions to Become a Veterinarian}, volume={4}, ISSN={2322-2719}, url={http://dx.doi.org/10.15171/rdme.2015.004}, DOI={10.15171/rdme.2015.004}, abstractNote={Introduction: Veterinary medical education; Psychometrics; Career influence; The purpose of the present study was twofold. First, we sought to evaluate the psychometric properties of a newly developed instrument designed to measure factors incoming veterinary medical students indicated were important (or not) in their decision to become a veterinarian. Second, we sought to produce a measure of these factors by utilizing a state-of-the-art psychometric modeling technique to produce an empirical hierarchy that illustrates the construct of interest and make appropriate inferences about the findings. Methods: The Career Influence Factors Survey (CIFS) was administered to an incoming class of veterinary medical students. Data were analyzed via the Rasch Rating Scale Model. The psychometric properties of the instrument were evaluated according to Messick’s framework of construct validity. Results: Results indicate the Career Influence Factors Survey is a psychometrically-sound instrument capable of accurately and reliably measuring veterinary medical students’ motivations for becoming a veterinarian. Substantive results indicated issues pertaining to animal welfare were the most important in making the decision to become a veterinarian. Previous exposure to a particular animal or family pet was only moderately influential in students’ decision to pursue a career in veterinary medicine. Factors such as a desire to work on food production issues and anticipated earning potential tend to be of lesser importance to incoming students. Conclusion: We encourage others to utilize the instrument and/or adopt the methodology to evaluate the psychometric properties of other instruments. Substantive findings generally corroborated findings from previous studies, but may identify new insights for improving the recruitment of veterinary medical students.}, number={1}, journal={Research and Development in Medical Education}, publisher={International Society for Phytocosmetic Sciences}, author={Royal, Kenneth D. and Schoenfeld-Tacher, Regina and Kedrowicz, April A. and Hardie, Elizabeth M. and Flammer, Keven}, year={2015}, month={Jul}, pages={23–29} }
 @article{kedrowicz_fish_hammond_2015, title={Relationship between Anticipatory Socialization Experiences and First-Year Veterinary Students' Career Interests}, volume={42}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0814-083r}, abstractNote={The purpose of this project was to explore first-year veterinary students' anticipatory socialization—life, education, and social experiences that assist in preparation for professional occupations—and determine what relationship exists between those experiences and career interests. Seventy-three first-year veterinary students enrolled in the Careers in Veterinary Medicine course completed the Veterinary Careers survey. Results show that students' anticipatory vocational socialization experiences are significantly related to their stated career interests. The career interests with the highest percentage of students expressing “a great deal of interest” included specialty private practice (37%), research and teaching in an academic setting (33%), and international veterinary medicine (31%). The career interests with the highest percentage of students expressing “no interest at all” included the military (50%), equine private practice (42%), and the pharmaceutical industry (41%). Less than half of the students (42%) stated that they reconsidered their career path after the first semester of veterinary school, but the majority (87%) developed a better understanding of how to pursue a nontraditional career path should they choose to do so.}, number={1}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Kedrowicz, April A. and Fish, Richard E. and Hammond, Sarah}, year={2015}, pages={18–27} }
 @article{kedrowicz_taylor_2013, title={Engineering communication and the global workplace: Preparing professionals and global citizens.}, volume={1}, number={2}, journal={Connexions: International Professional Communication Journal}, author={Kedrowicz, April A. and Taylor, J}, year={2013}, pages={81–105} }
 @article{sullivan_kedrowicz_2012, title={Gendered tensions: engineering student's resistance to communication instruction}, volume={31}, ISSN={2040-7149}, url={http://dx.doi.org/10.1108/02610151211263405}, DOI={10.1108/02610151211263405}, abstractNote={PurposeThe purpose of this paper is to draw from the authors’ experiences, as women teaching Communication in a College of Engineering and mechanical engineering students’ evaluations, to highlight student resistance to both practices and bodies deemed “feminine.”}, number={7}, journal={Equality, Diversity and Inclusion: An International Journal}, publisher={Emerald}, author={Sullivan, Katie R. and Kedrowicz, April A.}, year={2012}, month={Sep}, pages={596–611} }
 @article{kedrowicz_sullivan_2012, title={Professional identity on the Web: Engineering blogs and public engagement}, volume={4}, ISSN={1937-8629 1940-8374}, url={http://dx.doi.org/10.1080/19378629.2011.650641}, DOI={10.1080/19378629.2011.650641}, abstractNote={Blogs offer a space where engineers can engage with public audiences about engineering topics, challenging and surpassing a deficit model of science communication. Communication that is adapted for a broad audience, discusses topics that are socially relevant, and facilitates participation and dialogue is more likely to be engaging. We examined 14 top engineering blogs to see how engineers present themselves and how they communicate with the public. A qualitative content analysis of the communication, with an eye toward professional identity management, uncovered common themes associated with identity and self-presentation, leading to better understanding of how this unique communication genre serves to reinforce, question, and/or challenge popular representations of engineering identities and ideologies. Our analysis shows that despite the potential of blogs to facilitate engagement, engineers' reliance on an engineering style of communication may fail to engage public readers.}, number={1}, journal={Engineering Studies}, publisher={Informa UK Limited}, author={Kedrowicz, April Ann and Sullivan, Katie Rose}, year={2012}, month={Apr}, pages={33–53} }
 @article{sullivan_kedrowicz_2011, title={(Re)Situating Communication in the Disciplines: Taking Gender into Account}, volume={60}, ISSN={0363-4523 1479-5795}, url={http://dx.doi.org/10.1080/03634523.2011.559551}, DOI={10.1080/03634523.2011.559551}, abstractNote={Communication in the disciplines (CID) is a model of situated pedagogy that prepares students for the communication demands of their professional work. A defining feature of CID is its “situatedness.” Communication is meant to uphold, not disrupt, disciplinary norms surrounding communication outcomes, genres, and assessment. However, by upholding rather than critically examining and shifting disciplinary norms, CID runs the risk of being an unwitting ally in the maintenance of gendered inequities in the disciplines and professions. We argue that CID, as both situated and representative of contradiction, can highlight tensions internal to disciplinary activities, thus positioning CID to be an agent of expansion. We draw from feminist theory and socialization and genre research to show how CID instructors and instruction can facilitate engagement with the contradictions and tensions characterizing the CID classroom to promote a more inclusive community of practice.}, number={4}, journal={Communication Education}, publisher={Informa UK Limited}, author={Sullivan, Katie R. and Kedrowicz, April A.}, year={2011}, month={Oct}, pages={389–405} }
 @article{jordan_kedrowicz_2011, title={Attitudes about graduate L2 writing in engineering: possibilities for more integrated instruction}, volume={8}, url={https://wac.colostate.edu/atd/ell/jordan-kedrowicz.cfm}, number={4}, journal={Across the Disciplines}, author={Jordan, J and Kedrowicz, April A.}, year={2011}, month={Dec} }
 @article{kedrowicz_watanabe_hall_furse_2006, title={Infusing technical communication and teamwork within the ECE curriculum.}, volume={13}, number={3}, journal={Elektrik, Turkish Journal of Electrical Engineering}, author={Kedrowicz, April A. and Watanabe, S. and Hall, D. and Furse, C.}, year={2006}, pages={1–13} }
 @article{lee ashcraft_kedrowicz_2002, title={Self-direction or social support? nonprofit empowerment and the tacit employment contract of organizational communication studies}, volume={69}, ISSN={0363-7751 1479-5787}, url={http://dx.doi.org/10.1080/03637750216538}, DOI={10.1080/03637750216538}, abstractNote={In organizational communication studies, empowerment has come to connote flatter structures, participation programs, and other techniques thought to enhance member competence and control through increased self-direction. We contend that this model-and, arguably, organizational communication studies more broadly-presumes a particular employment contract. We report a study of a different contract: staff-volunteer relations at a nonprofit organization. Our results indicate that, while volunteers prioritized the role of social support in accomplishing empowerment, staff members treated volunteers as pseudo-employees to be empowered through enhanced authority and participation. Ironically, the staff's model impeded volunteer empowerment. We use the case to mark the contingent character of empowerment, and specifically, (a) its contextual and intersubjective nature, (b) its relational and emotional aspects, and (c) the importance of members' temporal investment in the organization. We conclude that attention to diverse membership contracts and contexts can complicate and enrich empowerment theory.}, number={1}, journal={Communication Monographs}, publisher={Informa UK Limited}, author={Lee Ashcraft, Karen and Kedrowicz, April}, year={2002}, month={Mar}, pages={88–110} }