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I was later promoted to program director of a newly formed veterinary technology program, meeting the requirements at the time by holding a bachelor's degree and being a credentialed technician. When the American Veterinary Medical Association (AVMA) implemented a requirement that program directors be graduates of AVMA-accredited programs, I enrolled in an online associate of science veterinary technology program while continuing to teach. I am very grateful for that requirement. The experience not only deepened my understanding of what my students were navigating but also highlighted how much more there was to learn to provide the highest level of patient care.
While on-the-job training taught me many practical skills, formal education was essential for fully understanding the rationale behind procedures, pharmacology, physiological changes, and interpretation of laboratory results, as well as having a comprehensive understanding of the curriculum my students were undertaking. It always felt somewhat disingenuous to preach the importance of education, not having walked the walk.
A common argument is that experienced on-the-job trained veterinary assistants can outperform newly credentialed graduates. While this may be true in some cases, it is important to remember that everyone begins with limited experience, and clinical proficiency develops over time.
Why credentialing matters
This brings me to why credentialing matters. There is a well-recognized veterinary technician shortage, but the issue is not the number of graduates from the more than 200 AVMA-accredited programs. The greater challenge is retention—keeping credentialed technicians in the profession long term. As I often describe it, there is a bucket of credentialed technicians and the programs keep adding to the bucket but there is a hole that is leaking quicker than we can fill it.
Credentialed veterinary technicians are integral members of the veterinary healthcare team. They are trained medical professionals who work under the supervision of licensed veterinarians to provide skilled nursing care and technical support. Their duties routinely include anesthesia induction and monitoring, medication administration, laboratory diagnostics, radiography, surgical assistance, pain management, and emergency and critical care. These responsibilities require far more than task-based familiarity. Veterinary technicians must understand why procedures are performed, how to recognize subtle abnormalities, and when to intervene or alert a veterinarian. For example, anesthetic monitoring demands in-depth knowledge of physiology, pharmacology, and potential anesthetic complications, as well as the ability to rapidly respond to subtle changes in a patient's condition that can become life-threatening.
To ensure this level of competence, most states have historically required veterinary technicians to graduate from an AVMA Committee on Veterinary Technician Education and Activities (CVTEA)–accredited program. These programs follow standardized curricula that include classroom instruction, laboratory training, and supervised clinical rotations. Accreditation ensures consistency, external oversight, and objective evaluation of student competency before entry into the profession. Certification and licensure requirements exist not to create barriers, but to protect patients and the public. In healthcare fields, standardized education ensures all credentialed professionals possess a minimum level of knowledge and skill, regardless of where they were trained. Veterinary technician programs accredited by CVTEA must meet strict standards related to curriculum content, faculty qualifications, facilities, student assessment, and clinical exposure. These standards ensure graduates have comprehensive training in areas such as anatomy, physiology, pharmacology, clinical pathology, anesthesia, radiology, dentistry, and nursing care. Importantly, accredited programs are regularly reviewed and audited, providing accountability that informal training models lack.
What SB 1144 changes
SB 1144 amends Arizona Revised Statutes 32-2242 to allow individuals to qualify for certification through one of two pathways: graduation from an accredited veterinary technology program or completion of 4,000 hours of supervised practical experience within six years. Under the on-the-job training pathway, applicants must document skills learned and obtain veterinarian sign-off but are not required to complete standardized coursework or demonstrate competency through structured academic evaluation. The nonprofit and supervising veterinarian will determine the necessary skills and competencies to consider the veterinary assistant proficient to sit for the VTNE. These skills may or may not align with CVTEA essential skills.
Opponents argue this change effectively replaces education with experience without ensuring equivalency. While experience is undeniably valuable, critics stress experience alone does not guarantee comprehensive understanding, especially when training varies widely between clinics in terms of caseload, mentorship quality, and scope of practice.
One of the most significant concerns surrounding SB 1144 is the inherent inconsistency of on-the-job training. Veterinary clinics differ dramatically in the types of cases they see, the equipment they use, and the level of instruction they can provide. A technician trained in a small general practice may have little exposure to anesthesia complications, emergency medicine, or advanced diagnostics, while another trained in a specialty or emergency clinic may receive more comprehensive experience. Accredited programs are designed to address these disparities by ensuring that all students receive exposure to a standardized range of procedures and conditions. Critics argue SB 1144 abandons this uniformity, creating a credential that no longer reliably reflects consistent competence.
Why education matters
Veterinary technicians routinely perform tasks that carry significant risk if done incorrectly, including drug calculations, anesthesia monitoring, catheter placement, and emergency interventions. Errors in these areas can result in serious injury or death. Healthcare research consistently demonstrates standardized education reduces medical errors by ensuring foundational knowledge and critical thinking skills. Opponents of SB 1144 argue lowering educational requirements increases the likelihood of preventable mistakes, particularly in high-stress or emergency situations where technicians must act quickly and independently.
Anesthesia remains one of the most dangerous aspects of veterinary medicine. Monitoring anesthetized patients requires continuous assessment of cardiovascular, respiratory, and neurologic parameters. Subtle changes can signal impending crisis. Credentialed technicians receive extensive training in anesthesia theory and practice, whereas on-the-job training may focus more on procedural repetition than underlying physiology. Critics fear inadequately trained technicians may miss early warning signs, leading to catastrophic outcomes that could otherwise have been prevented.
Pet owners place immense trust in veterinary professionals, often during emotionally vulnerable moments. Most clients reasonably assume a "certified veterinary technician" has completed a rigorous, standardized education.
Many clients often misunderstand the roles of the various veterinary healthcare team members and assume that the veterinarian is performing the majority of the diagnostics and nursing care done on their pet. SB 1144 risks undermining that assumption by allowing individuals with vastly different training backgrounds to hold the same credential and possibly allowing their pet to be used without consent to train an unlicensed assistant. This lack of transparency may erode public confidence in veterinary medicine, particularly if adverse outcomes occur. Additionally, pet owners may be unable to make fully informed decisions about their pet's care if they are unaware of the variability in technician training. From a legal perspective, inconsistent training standards may increase liability risks for clinics and the state. Veterinary malpractice cases often hinge on whether the standard of care was met. If certification standards become inconsistent, determining that standard becomes more complex. Ethically, the profession has a duty to prioritize patient welfare over expediency. Credentialed technicians should have their licenses held accountable for errors; not only the veterinarian should be liable.
Consequences for CVTs
Credentialed veterinary technicians invest significant time, effort, and financial resources into completing accredited programs. SB 1144 risks devaluing these credentials by placing formally educated technicians and informally trained individuals on equal footing. This may discourage future students from pursuing accredited education, ultimately weakening the profession.
Opponents argue SB 1144 fails to address the root causes of workforce shortages, including low wages, burnout, and lack of professional recognition. Expanding certification pathways without addressing these issues may suppress wages and worsen retention, as experienced technicians leave the field due to diminished career prospects. Most states rely on accredited education as the basis for credentialing and licensure reciprocity.
Technicians certified through Arizona's alternative pathway may face challenges obtaining credentials elsewhere, limiting career mobility and professional growth. Similar proposals in other states to replace accredited education with apprenticeship-style models have faced significant opposition from veterinary organizations. In Washington state, for example, professional groups raised strong concerns about patient safety and professional standards when alternative training models were proposed. These national debates highlight the broader implications of SB 1144 beyond Arizona, as changes in one state can influence policy discussions nationwide.
Critics of SB 1144 emphasize workforce shortages are real but argue they should be addressed through solutions that strengthen, rather than weaken, professional standards. Proposed alternatives include increasing wages and benefits, expanding access to accredited programs, offering tuition assistance, improving workplace conditions, and developing structured apprenticeship models that complement formal education.
Where it stands now
SB 1144 was due to be voted on by the Senate RAGE committee on January 28, 2026, however, a last-minute hold was decided by Senator Shawnna Bolick (Rep) to allow for potential language changes and provide a compromised amendment. Both the Arizona Veterinary Medical Association and the Arizona Veterinary Technician Association are hopeful this will be a positive outcome for all involved.
Conclusion
Arizona SB 1144 represents a fundamental shift in veterinary technician credentialing, prioritizing speed and flexibility over standardization and educational rigor. While intended to address staffing shortages, the bill introduces significant risks to pet safety, undermines public trust, and devalues the education and credentials of veterinary technicians who have met established professional standards.
In a healthcare profession where patients cannot speak for themselves, maintaining rigorous and consistent training standards is not optional—it is essential. Arizona policymakers should pursue solutions that expand the veterinary workforce without compromising the quality of care that pets and their owners depend on.
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
American Veterinary Medical Association. (n.d.-a). Veterinary technician roles and responsibilities. https://www.avma.org/resources-tools/careers/veterinary-technician
American Veterinary Medical Association. (n.d.-b). Committee on Veterinary Technician Education and Activities (CVTEA): Accreditation policies and procedures. https://www.avma.org/education/center-for-veterinary-accreditation/committee-veterinary-technician-education-activities
Arizona Legislature. (2026a). Senate Bill 1144: Veterinary technicians; certification; requirements. https://legiscan.com/AZ/text/SB1144/2026
Arizona's Family (3TV/CBS 5). (2025, February 23). Bill aims to make it easier to become a certified veterinary technician in Arizona. https://www.azfamily.com/2025/02/23/bill-aims-make-it-easier-become-certified-veterinary-tech-arizona/
Change.org. (2025). Oppose SB 1144: When patients can't speak, standards must. https://www.change.org/p/oppose-sb-1144-when-patients-can-t-speak-standards-must
Penn Foster College. (2023). Why veterinary technician certification and title protection matter. https://www.pennfoster.edu/blog/why-vet-tech-certification-and-title-protection-matter
Washington State Veterinary Medical Association. (2023). Veterinary Board of Governors approves technician program opposed by the veterinary profession. https://wsvma.org/veterinary-board-of-governors-approves-technician-program-opposed-by-the-veterinary-profession/
