Abstract
Veterinary technicians play valuable roles in most veterinary colleges and have particular strengths in coaching new learners. We moved to a teaching technician ‘float team’ model to provide teaching support to core pre-clinical laboratories in our DVM (Doctor of Veterinary Medicine) curriculum. The teaching technician team model has enabled us to better utilize staff skill sets and training, created efficiencies and expanded support provided to core laboratory courses, provided skill development and advancement opportunities for team members, and improved our ability to recognize and mentor our teaching staff. This model also allowed us to effectively adjust to the rapidly changing structure and increased numbers of laboratories brought on by the COVID-19 pandemic without increasing numbers of staff involved in laboratory teaching.
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