Tech Talk: 10 things veterinary practices should know about new credentialed technicians

 

  

Veterinary technicians are the backbone of modern animal healthcare and a crucial part of the veterinary healthcare team. They are educated and trained to monitor anesthesia, perform laboratory diagnostics, assist in surgery, educate clients, and ensure patient safety across a wide range of clinical scenarios. Yet, despite their critical role, many veterinary practices harbor misconceptions about the capabilities and limitations of new technicians entering the field. This often stems from two core issues:

• A lack of awareness about what veterinary technicians are actually trained to do and what is taught in the Committee on Veterinary Technician Education and Activities-accredited programs.
• Outdated assumptions about how quickly new technicians should become fully productive.

The result is a disconnect between expectations and reality that leads to burnout, frustration, high turnover, and underutilization of skilled professionals. Let's explore the most common misconceptions veterinary practices have about new technicians, with particular attention to education, credentialing, and onboarding, and provide some practical strategies to address them. With so many articles and studies that show the financial benefits of proper utilization of technicians it is time to let go of the "this is the way we have always done it" way of thinking and embrace a happy and competent team.

1. "They didn't learn that in school"

One of the most pervasive misconceptions in veterinary medicine is that veterinary technician programs do not adequately prepare graduates for clinical work.

In reality, accredited programs overseen by the American Veterinary Medical Association—specifically through its CVTEA program—require rigorous training in:

• Anatomy and physiology
• Pharmacology
• Anesthesia and analgesia
• Surgical nursing
• Radiology
• Clinical pathology
• Dentistry
• Animal behavior
• Emergency and critical care

Students also complete hands-on clinical rotations and must demonstrate competency in essential skills before graduating. After completing their education, many technicians must pass the Veterinary Technician National Examination to become credentialed (e.g., CVT, LVT, RVT depending on the state). Veterinary technicians are formally educated medical professionals, not just "on-the-job trained assistants." However, what they lack is not knowledge—it is contextual experience in your specific practice environment. While all AVMA-accredited programs require a minimum of 200 hours of clinical experience, and they provide the opportunity to bridge the gap from didactic knowledge to real-world, it is often the first job where new grads really grasp and become confident in those clinical and critical thinking skills.

2. "They should already know how we do things"

A frequent frustration among veterinarians and senior staff is new technicians do not immediately perform tasks "the way we do them here." This assumption ignores a key fact: every veterinary practice operates differently. Variations exist in anesthetic protocols, surgical and clinical workflows, record keeping, equipment, and communication styles. While in school, students are taught gold standards with the understanding and reiteration of "all clinics and facilities operate differently, so be open to other methods."  Even highly skilled technicians need time to adapt to these differences. New technicians are not starting from zero—they are translating existing knowledge into a new system. That translation takes time and guidance.

3. "Experience matters more than education"

In some practices, formal education is undervalued compared to years of experience. This can lead to credentialed technicians being treated the same as untrained staff. While experience is invaluable, this mindset overlooks the depth of knowledge gained through accredited programs. Veterinary technicians are trained in critical thinking and clinical decision-making, evidence-based medicine, and patient monitoring and risk assessment. These are not skills that develop reliably through observation alone. This requires formal didactic education. Education and experience are not interchangeable. They are complementary.

Failing to recognize this can lead to underutilization of highly trained technicians and decreased quality of care. It also leads to devaluation of the educational process credentialed technicians undergo and continues the cycle of frustration we continue to see in our profession.

4. "They should be fully productive in a few weeks"

Many veterinary practices expect new technicians to handle full caseloads shortly after hiring. This expectation is unrealistic, particularly for new graduates. New DVM grads are not expected to complete a spay procedure in 10 minutes right after graduation. The same grace must be given to our new CrVT grads, as well. Even with strong educational foundations, technicians must learn clinic-specific workflows, team dynamics, time management in real-world conditions, and communication with clients under pressure.

In veterinary medicine, where patient safety is critical, rushing this process can lead to errors in anesthesia, medication administration, or diagnostics. Competency develops over months, not weeks. A structured ramp-up period is essential to ensure both safety and long-term success.

5. "If they make mistakes, they're not ready"

Mistakes made by new technicians are often interpreted as a lack of ability or preparedness.

In reality, errors typically stem from:

• Unfamiliar environments
• Inconsistent training
• Lack of clear protocols
• Insufficient supervision

For example, a technician may fully understand anesthetic monitoring in theory but struggle when faced with unfamiliar equipment or workflows. Mistakes are part of the transition from academic learning to clinical practice. The focus should be on support and system improvement, not blame. Creating a psychologically safe environment is beneficial to all employees.

6. "Veterinary technicians only perform technical tasks"

Some practices still view technicians primarily as task-oriented staff—restraining animals, drawing blood, or cleaning instruments. This perspective significantly underestimates their role. Veterinary technicians are educated and trained to perform highly skilled nursing tasks and provide exceptional care to patients.

Credentialed technicians can also contribute to dialogue regarding patient care. They are the eyes and ears for their patients and can be an invaluable resource to the veterinarians. Veterinary technicians are clinical professionals, not just support staff. Maximizing their scope of practice improves efficiency, patient care, and job satisfaction.

7. "Shadowing is enough training"

Many veterinary practices rely on informal training such as having new technicians shadow experienced staff. While common, this approach is often inconsistent, dependent on the trainer, and lacking clear expectations. This leads to variability in skill development and confusion about best practices. Shadowing should support, not replace formal training.

Effective onboarding requires:

• Standardized protocols: Everyone should be on the same page!
• Clear competency benchmarks
• Structured feedback

8. "They learned everything they need in school"

Ironically, while some practices underestimate technician education, others overestimate it. Veterinary technician programs provide an excellent and broad foundation, but they cannot cover every species encountered in practice, every surgical procedure, every diagnostic tool, and every real-world scenario. Education provides the framework, but clinical practice builds depth and adaptability. Ongoing training is essential for continued growth.

9. "Burnout is just part of the job"

The veterinary field has one of the highest burnout rates among healthcare professions. New technicians are particularly vulnerable, with an average career span of five to seven years. Longevity is not the norm; it's the exception. Contributing factors include unrealistic expectations, lack of support, underutilization of skills, and poor recognition of their professional role.

When practices misunderstand technician capabilities and needs, they inadvertently accelerate burnout. Burnout is not inevitable. It is often the result of systemic issues that can be addressed through better onboarding and support.

10. "Confidence should match competence"

New technicians may have the technical ability to perform tasks but lack confidence in doing so independently. This gap can lead to anxiety in everyday situations, reluctance to complete tasks on their own, and overreliance on supervisors to direct them. Confidence develops through repetition, positive reinforcement, and psychological safety. Practices must create environments where technicians feel comfortable asking questions and making mistakes.

Why these misconceptions persist in veterinary medicine

Several factors contribute to these ongoing misconceptions:

• Historical role of technicians: Veterinary technicians were once primarily trained on the job, leading to outdated perceptions of their role.
• Inconsistent credentialing requirements: Not all states require credentialing, which creates variability in skill levels and expectations. In addition, not all states have title protection to delineate credentialed technicians and veterinary assistants.
• High-pressure clinical environments: Busy practices prioritize efficiency, leaving little time for structured training.
• Lack of awareness about education standards: Many veterinarians and practice managers are unfamiliar with the rigor of AVMA-accredited programs.

What veterinary practices should do to better support new techs

• Practices must align expectations with reality.
• Recognize and leverage their education

1. 1. Treat credentialed technicians as medical professionals
   2. Utilize their full scope of training
   3. Involve them in patient care decisions

 

• Implement structured onboarding. Develop a clear onboarding plan that includes:
  1. Skill checklists
  2. Defined milestones
  3. Regular evaluations

 

• Use progressive responsibility. Allow technicians to build independence gradually:

1. 1. Start with supervised tasks
   2. Transition to partial independence
   3. Move to full responsibility when ready

 

• Standardize training protocols. Ensure consistency by:
  1. Documenting procedures
  2. Creating training guides
  3. Aligning staff on best practices

 

• Provide mentorship. Pair new technicians with experienced, trained mentors who can:

1. 1. Offer guidance
   2. Provide feedback
   3. Support integration into the team

 

• Foster a culture of learning. Encourage:
  1. 1. Questions and curiosity
     2. Continuing education
     3. Open communication

• Create practice tools

• 1. Competency checklists tailored to your clinic
  2. Standard operating procedures (SOPs)
  3. Training logs and progress tracking systems

• Encourage and support continuing education
  1. Online CE platforms (many offered through NAVTA and AVMA)
  2. In-clinic training sessions
  3. Case reviews and team discussions

Conclusion

Veterinary technicians are highly trained, educated professionals who play a critical role in patient care. Yet many practices continue to misunderstand the depth of their education, the time required to develop clinical competence, and the support needed during early career stages. These misunderstandings are not just theoretical. They directly impact patient safety, clinical efficiency, employee retention, and overall clinical success. By recognizing the realities of veterinary technician education and adopting structured, supportive onboarding practices, veterinary clinics can unlock the full potential of their teams. The future of veterinary medicine depends not only on skilled veterinarians but on empowered, respected, and well-supported credentialed veterinary technicians.

Jennifer Serling, MVEd, BVSc, AAS, CVT, RVT, VTES, is a credentialed veterinary technician, educator, and program director with more than 30 years of experience in clinical practice and veterinary technology education. She currently serves as director of the Bachelor of Veterinary Technology Program at Appalachian State University and is a frequent author and speaker on technician education, utilization, and wellbeing. She is the current president of the National Association of Veterinary Technicians in America. She also is a member of the Veterinary Practice News editorial advisory board.

 

Resources

1. National Association of Veterinary Technicians in America

   National Association of Veterinary Technicians in America. (n.d.). NAVTA. https://navta.net

2. American Veterinary Medical Association – CVTEA Accreditation