b'ARTICLEVeterinary 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 dont 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 isnt 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: Recognising yourself as anSome of the what are we really teaching? educator most powerful Some of the most powerful lessons arentMany veterinary professionals teach written in a syllabus or directly assessedwithout realising it. They coach, mentor,lessons arent in an exam. They are absorbed throughexplain, demonstrate, and lead - allwritten in a syllabus the hidden curriculum - the implicitcore educational activities. Yet without messages and unspoken lessons thatformal training, they may feel uncertainor directly assessed students gain during their educationabout their teaching skills, undervaluein an exam. They which are unintentionally taught.their contribution or inadvertently fall This hidden curriculum is powerfulfoul of common educational pitfalls. are absorbed because it helps shape a students senseEducational training isnt just forthrough the hidden of professional identity. It influences howuniversity lecturers or professors. Whilecurriculum - the they interpret what is expected of themacademic educators play a critical in the veterinary profession - what goodand commendable role, they typicallyimplicit messages client care looks like, how to prioritiseinteract with students in controlled,and unspoken animal welfare and even how theycurriculum-led environments. In contrast, approach their work-life balance andveterinary professionals in practice oftenlessons that mental wellbeing.1,2 have tight time frames in which to teach,students gain Thats why primary care veterinaryunpredictable caseloads, and students professionals working in clinical practicewho may be seeing these scenarios forduring their play a far greater role in education thanthe very first time. education which they might realise. This kind of workplace-based learningare unintentionally To reflect on the impact of the hiddenis invaluable to our veterinary students, curriculum in your own context, askbut it has unique challenges and cantaught.yourself: be highly variable. The ability to explain concepts clearly, create psychologically What messages did you receive whensafe spaces, deliver constructive you were a student (and/or when youfeedback, and recognise different entered the workplace) that affectedlearning preferences can significantly your perception of the profession? improve the student experience andWhat messages might students/ their outcomes. colleagues/clients be absorbing fromWhy role modelling mattersyour practice today? Role modelling is an important By considering this, veterinarycomponent of the hidden curriculum professionals can consciously shapeand influences practice culture. It is a the learning environment in practicepowerful educational tool - shaping and promote values like integrity,attitudes, behaviours, and even career compassion, and evidence-based care. aspirations 3 .www.inspiredvet.co.uk5'