By Louise Dingley, Lecturer in Veterinary Primary Care, Education and Leadership
Veterinary professionals in primary care practice need to wear a lot of hats. They can be a dentist, nutritionist, anaesthetist, radiographer and grief counsellor all in one morning. One ‘hat’ that often goes unacknowledged though, is educator. Whether guiding a student through their first catheter placement, coaching a client through the management of an overweight pet, or helping a colleague with a tricky case – primary care professionals are often teaching. Yet many don’t see themselves as educators, despite the profound impact they have on students, colleagues, and clients.
This article is a call to recognise and embrace that role. Teaching isn’t confined to lecture theatres – it happens every day in practice and when vets and veterinary nurses understand their value as educators, they can enhance learning, shape professional identity, and recognise the enormity of their contribution to the future of the profession.
The Hidden Curriculum: What Are We Really Teaching?
Some of the most powerful lessons aren’t written in a syllabus or directly assessed in an exam. They are absorbed through the hidden curriculum – the implicit messages and unspoken lessons that students gain during their education which are unintentionally taught.
This hidden curriculum is powerful because it helps shape a student’s sense of professional identity. It influences how they interpret what is expected of them in the veterinary profession – what good client care looks like, how to prioritise animal welfare and even how they approach their work-life balance and mental wellbeing. 1,2
That’s why primary care veterinary professionals working in clinical practice play a far greater role in education than they might realise.
To reflect on the impact of the hidden curriculum in your own context, ask yourself:
- What messages did you receive when you were a student (and/or when you entered the workplace) that affected your perception of the profession?
- What messages might students/colleagues/clients be absorbing from your practice today?
By considering this, veterinary professionals can consciously shape the learning environment in practice and promote values like integrity, compassion, and evidence-based care.
Recognising Yourself as an Educator
Many veterinary professionals teach without realising it. They coach, mentor, explain, demonstrate, and lead – all core educational activities. Yet without formal training, they may feel uncertain about their teaching skills, undervalue their contribution or inadvertently fall foul of common educational pitfalls.
Educational training isn’t just for university lecturers or professors. While academic educators play a critical and commendable role, they typically interact with students in controlled, curriculum-led environments. In contrast, veterinary professionals in practice often have tight time frames in which to teach, unpredictable caseloads, and students who may be seeing these scenarios for the very first time.
This kind of workplace-based learning is invaluable to our veterinary students, but it has unique challenges and can be highly variable. The ability to explain concepts clearly, create psychologically safe spaces, deliver constructive feedback, and recognise different learning preferences can significantly improve the student experience and their outcomes.
Why Role Modelling Matters
Role modelling is an important component of the hidden curriculum and influences practice culture. It is a powerful educational tool – shaping attitudes, behaviours, and even career aspirations3.
Learners often emulate behaviours they admire in their mentors. This includes how they approach clinical reasoning, how they treat clients, and how they manage ethical dilemmas. Positive role modelling can lead to better client care, stronger teams, and more resilient professionals.
Positive role models demonstrate:
- Clinical competence: Strong knowledge, clear communication, empathy, and patient-centred care.
- Teaching skills: Supportive learning environments, constructive feedback and involvement of students in real cases.
- Personal qualities: Respect, enthusiasm, integrity and professionalism.
These behaviours influence not just individual learners, but the culture of the entire practice. Leaders in particular, whether clinical directors, head nurses, or experienced team members, cast the longest shadows and their actions set the tone for civility, psychological safety, and ethical practice.4
Bridging the Gap: Education Beyond Graduation
Veterinary professionals continue learning long after graduation. Yet most educational literature in the field focuses on undergraduate training. Compared to medical education, there’s a lack of research on post-graduate veterinary education.5
This gap matters. Evidence-informed teaching in practice can improve patient outcomes, client satisfaction, and job retention. Whether supporting new graduates, delivering CPD, or mentoring colleagues, veterinary teams deserve access to high-quality educational resources and recognition for their teaching roles.
Practical Ways You Can Enhance Teaching in Practice
You don’t need a formal title or academic setting to be an effective educator. Here are some strategies veterinary professionals can use to enhance learning:
1. Create a Culture of Learning
Make education part of everyday practice:
- Dedicate time in meetings to share insights or review cases.
- Host journal clubs or CPD round-ups.
- Pair team members up for peer mentoring and 360-degree feedback.
These sorts of meetings and conversations help to embed a culture of learning and reduce stigma around asking questions.
2. Give Constructive Feedback
Feedback is most effective when it’s:
- Timely: Delivered soon after the event.
- Specific: Focused on what went well and what could improve. Goal orientated.
- Balanced: Highlighting strengths and areas for development.
- Supportive: Framed as a tool for growth and as a two-way conversation.6
3. Make Time for Debriefs
After a learning opportunity e.g. a CPR drill or challenging consult, take five minutes to ask the team:
- “What did we learn?”
- “What could we do differently?”
- “How did that feel?”
Debriefs help consolidate learning and build team cohesion.7
4. Let Learners Lead
“Education is the kindling of a flame, not the filling of a vessel.” (Socrates).
As primary care professionals and educators, you don’t always need to have all the answers. When it comes to educating colleagues and students what matters most is fostering curiosity, encouraging learners to think for themselves, and creating a psychologically safe environment where it’s okay to ask questions, explore uncertainty, and develop self-directed learning skills.
Ask learners what they want to improve, then guide them towards relevant cases or tasks. Check in regularly to support their progress.
5. Use Real-Life Experience and Reflection
Hands-on tasks are powerful learning tools but reflection helps the learning to stick. After a procedure, ask:
- “What did you learn?”
- “Why did you do what you did?”
- “What would you do next time?”
This approach draws on experiential learning theory and helps deepen understanding.8
Call to Action: You Are Already an Educator
Veterinary professionals in practice are educators, whether they realise it or not. By embracing this role, they can:
- Enhance the culture of learning in their practice.
- Shape the professional identity of current and future colleagues.
- Contribute to a positive and evidence-based approach to patient care.
So, reflect on your own teaching moments. Recognise your expertise. Be proud of your contribution to veterinary education and consider how you might develop your skills further.
Interested in learning more about veterinary education? Check out www.lancashire.ac.uk/postgraduate/courses/veterinary-education-coaching-pgcert for information on the accredited postgraduate courses in Veterinary Education, Coaching and Leadership and Veterinary Primary Care and Clinical Leadership at the University of Lancashire or contact Louise at LDingley@lancashire.ac.uk.
References
1.Mossop L, Dennick R, Hammond R, Robbe I. Analysing the hidden curriculum: use of a cultural web. Medical Education 2013;47:134–143.
2.Roder C, May S. The Hidden Curriculum of Veterinary Education: Mediators and Moderators of Its Effects. JVME 2017;44(3):542–551.
3.Schull D, Kyle G, Coleman G, Mills P. Attributes of Clinical Role Models as Described by Senior Veterinary Students in Australia. JVME 2012;39(3):263–266.
4.Home | Civility Saves Lives. Accessed Sep 14, 2025.
5.Prescott-Clements L, Hecker K, Bok H, Cake M. The Veterinary Education and Training Landscape Beyond Graduation: Where Is the Evidence? | Journal of Veterinary Medical Education. Journal of Veterinary Medical Education 2025.
6.Carr A, Kirkwood R, Petrovski K. Use of Effective Feedback in Veterinary Clinical Teaching. Encyclopedia 2023;3:928–946.
7.Silver-MacMahon H. When it all goes wrong: the importance of debrief. 2021; . Accessed Sep 14, 2025.
8.Kolb D. Experiential Learning: Experience as the Source of Learning and Development. 1984.
Biography
Louise graduated from the University of Glasgow in 2012 and worked in small animal clinical practice for 12 years. She began in general practice in Lancashire before completing a rotating internship at the R(D)SVS in Edinburgh, followed by extensive locum work across the UK. She later returned to the R(D)SVS to work in its general practice, where she introduced laparoscopic surgery and taught final year vet students during their general practice rotations.
Her interest in veterinary education led to a move into academia in 2024. Louise is now a Lecturer in Veterinary Primary Care, Education and Leadership at the University of Lancashire, where she leads postgraduate programmes focused on clinical leadership, coaching and education. She holds a Postgraduate Certificate in Clinical Education, is a Fellow of the Higher Education Academy, a Member of the Academy of Medical Educators and holds a certificate in Veterinary Leadership and Management.
Louise is committed to promoting the value of primary care practice and preparing veterinary professionals for rewarding, sustainable careers in primary care.
Don’t forget to sign up to our monthly newsletter for exclusive content and news from Veterinary Woman!
You may also like:
Leading in a Customer-Oriented Business
Inspired Vet Profile – Bridget Adcock
Inspired vet – Download Issue 4