• 1.

    NAVTA survey and report confirm: Title protection for “veterinary technician” is needed and desired, but absent and misunderstood in most states. (2022). Report of the National Association of Veterinary Technicians in America. Accessed July 30, 2022. https://www.navta.net/news/navta-report-shows-title-protection-for-veterinary-technician-is-needed-and-desired-but-absent-and-misunderstood-in-most-states/

    • Search Google Scholar
    • Export Citation
  • 2.

    Nordgren LD The Etiology and Consequences of Injuries to Veterinary Technicians. Doctoral dissertation. University of Minnesota; 2009.

  • 3.

    Fowler HN, Holzbauer SM, Smith E, Scheftel JM. Survey of occupational hazards in Minnesota veterinary practices in 2012. J Am Vet Med Assoc. 2016;248(2):207218. doi:10.2460/javma.248.2.207.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 4.

    Scotney RL, McLaughlin D, Keates HL. A systematic review of the effects of euthanasia and occupational stress in personnel working with animals in animal shelters, veterinary clinics, and biomedical research facilities. J Am Vet Med Assoc. 2015;247(10):11211130. doi:10.2460/javma.247.10.1121.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 5.

    Kinnison T, May SA, Guile D. Inter-professional practice: From veterinarian to the veterinary team. J Vet Med Educ. 2014;41(2):172178. doi:10.3138/jvme.0713-095R2.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 6.

    Chadderdon LM, Lloyd JW, Pazak HE. New directions for veterinary technology. J Vet Med Educ. 2014;41(1):96101. doi:10.3138/jvme.0713-102R.

  • 7.

    Sanders CR. Working out back: The veterinary technician and “dirty work.”. J Contemp Ethnogr. 2010;39(3):243272. doi:10.1177/0891241610366711.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 8.

    Huerkamp MJ. Job dynamics of veterinary professionals in an academic research institution. I. Retention and turnover of veterinary technicians. J Am Assoc Lab Anim Sci. 2006;45(5):1625.

    • Search Google Scholar
    • Export Citation
  • 9.

    Tajfel H, Billig MG, Bundy RP, Flament C. Social categorization and intergroup behaviour. Eur J Soc Psychol. 1971;1(2):149178. doi:10.1002/ejsp.2420010202

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 10.

    Billig M, Tajfel H. Social categorization and similarity in intergroup behaviour. Eur J Soc Psychol. 1973;3(1):2752. doi:10.1002/ejsp.2420030103

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 11.

    Ashforth BE, Mael F. Social identity theory and the organization. Acad Manage Rev. 1989;14(1):2039. doi:10.5465/amr.1989.4278999

  • 12.

    Willetts G, Clarke D. Constructing nurses’ professional identity through social identity theory. Int J Nurs Pract. 2013;20(2):164169. doi:10.1111/ijn.12108

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 13.

    van Dijk TA. Social cognition and discourse. In: Giles H, Robinson WP, eds. Handbook of Language and Social Psychology. John Wiley and Sons; 1990:163183.

    • Search Google Scholar
    • Export Citation
  • 14.

    Fogelberg K. Attitudes and Beliefs of University Science Professors Toward the Discipline of Education. Doctoral dissertation. Texas Christian University; 2014. https://repository.tcu.edu/handle/116099117/7163

    • Search Google Scholar
    • Export Citation
  • 15.

    Hativa N. Teaching in a research university: professors’ conceptions, practices, and disciplinary differences. 1997, Paper presented at the meeting of the American Educational Research Association, Chicago, IL.

    • Search Google Scholar
    • Export Citation
  • 16.

    Sunal DW, Hodges J, Sunal CS, et al. Teaching science in higher education: faculty professional development and barriers to change. Sch Sci Math. 2010;101(5):246257. doi:10.1111/j.1949-8594.2001.tb18027.x

    • Crossref
    • Search Google Scholar
    • Export Citation

Advertisement

A qualitative study of the roles, motivations, and challenges of academic veterinary technicians

Melissa LoyCollege of Veterinary Medicine, Lincoln Memorial University, Harrogate, TN

Search for other papers by Melissa Loy in
Current site
Google Scholar
PubMed
Close
 LVMT, LVT
,
Micha C. SimonsCollege of Veterinary Medicine, Lincoln Memorial University, Harrogate, TN

Search for other papers by Micha C. Simons in
Current site
Google Scholar
PubMed
Close
 VMD
,
Malathi RaghavanDepartment of Veterinary Administration, College of Veterinary Medicine, Purdue University, West Lafayette, IN

Search for other papers by Malathi Raghavan in
Current site
Google Scholar
PubMed
Close
 DVM, PhD
,
Heather BhatkaSchool of Allied Health Sciences, Lincoln Memorial University, Harrogate, TN

Search for other papers by Heather Bhatka in
Current site
Google Scholar
PubMed
Close
 DVM
,
Bonnie PriceCollege of Veterinary Medicine, Lincoln Memorial University, Harrogate, TN

Search for other papers by Bonnie Price in
Current site
Google Scholar
PubMed
Close
 DVM, MPH
,
Kelly FoltzBluePearl Specialty and Pet Hospital, Tampa, FL

Search for other papers by Kelly Foltz in
Current site
Google Scholar
PubMed
Close
 AAT, CVT, LVT, RVT, VTS (ECC)
, and
Katherine FogelbergCollege of Veterinary Medicine, Lincoln Memorial University, Harrogate, TN

Search for other papers by Katherine Fogelberg in
Current site
Google Scholar
PubMed
Close
 DVM, PhD
View More View Less

Abstract

OBJECTIVE

A qualitative study based on one-on-one interviews was conducted to better understand the role of the academic veterinary technician (AVT) and identify the motivations and challenges that AVTs face during their academic careers.

SAMPLE

34 AVTs from 12 accredited US colleges of veterinary medicine.

PROCEDURES

Virtual, semi-structured interviews were conducted between July and December 2020. Transcripts were analyzed using discourse analysis within the context of social identity theory.

RESULTS

Five themes and seven accompanying sub-themes emerged: one title but many roles and responsibilities (professional/work; other obligations); workplace culture (belonging/inclusivity, administrative/policies); unique challenges of being in the ivory tower (impostor syndrome, educator role, technical skills for academia); entry into the profession and career progression; and motivation.

CLINICAL RELEVANCE

AVTs have great passion for and dedication to their profession. Overwhelmingly, they want their voices to be heard and their skillsets to be both utilized and respected. Recognition of and consideration for the themes uncovered in this study may help to better support and retain technicians in their academic career paths.

Abstract

OBJECTIVE

A qualitative study based on one-on-one interviews was conducted to better understand the role of the academic veterinary technician (AVT) and identify the motivations and challenges that AVTs face during their academic careers.

SAMPLE

34 AVTs from 12 accredited US colleges of veterinary medicine.

PROCEDURES

Virtual, semi-structured interviews were conducted between July and December 2020. Transcripts were analyzed using discourse analysis within the context of social identity theory.

RESULTS

Five themes and seven accompanying sub-themes emerged: one title but many roles and responsibilities (professional/work; other obligations); workplace culture (belonging/inclusivity, administrative/policies); unique challenges of being in the ivory tower (impostor syndrome, educator role, technical skills for academia); entry into the profession and career progression; and motivation.

CLINICAL RELEVANCE

AVTs have great passion for and dedication to their profession. Overwhelmingly, they want their voices to be heard and their skillsets to be both utilized and respected. Recognition of and consideration for the themes uncovered in this study may help to better support and retain technicians in their academic career paths.

Contributor Notes

Corresponding author: Dr. Fogelberg (ksfogelberg@vt.edu)