Bridging the Gap Between Theory and Practice in Veterinary Training

Background: A Highly Capable Vet Facing Unexpected Challenges

Liam, a newly-qualified and very enthusiastic vet, was struggling to apply theoretical knowledge gained from his studies in clinical practice. Despite excelling in his academic studies, he found that translating what he had learned into real-world decision-making was not straightforward. This difficulty was not due to a lack of ability but was instead a reflection of how he processed information.

His experience reflects a broader challenge faced by many autistic professionals whose cognitive processing styles differ from the standard expectations in professional training and education. Standard teaching and training methods often fail to identify and account for different cognitive processing styles, leaving individuals like Liam feeling frustrated and uncertain about their skills.

The Underlying Challenges

The difficulties that Liam was experiencing were due to his processing issues and a mismatch between learning theory and learning practical skills. Liam’s difficulties with slow processing meant that he was panicking when confronted with an emergency situation because he could not process what what going on fast enough to work out what to do. While he was very good with theory and the application of theory in an academic sense, he found that he could learn practical skills only by doing it. He could not learn practical skills from books or videos. While he was able to visualise anatomy in his head, he could only learn this from dissection, not from books or videos.

While he had plenty of aptitude, Liam’s way of of thinking and learning was holding him back and causing both him and the practice a lot of frustration. He needed a different approach to bridge the gap between theory and practice.

Aspiedent’s Approach: Adapting Learning to Cognitive Processing Styles

Aspiedent’s approach is based on understanding cognitive diversity and working out the cognitive profiles of an individual. Then enables us to adapt communication and learning to suit the individual’s cognitive profile. It also enables us to provide strategies for interacting with people that match how the person thinks. Rather than expecting Liam to change how he thinks and learns, the focus was on making adjustments to capitalise on his strengths.

Our key adjustments included:

• Learning how to handle emergencies via working with a more experienced vet. This enabled Liam to learn patterns of what to look for and what to do. It was not long before Liam could handle emergencies by himself and could do night shifts.

• Supervision when learning new surgical procedures. Liam’s ability to visualise anatomy and strengths with patterns meant he learnt quickly.

• One to one mentoring to handle consultations better. This was adapted to best suit how Liam could transfer it to practical skills. It was not long before some clients were asking for Liam.

These changes made a significant difference. Liam went from struggling to thriving. He was able to finish his postgraduate training and decide on the best next steps for his career.

Outcomes: From Struggle to Success

The impact of our approach was significant:

• Liam gained confidence in his clinical skills, which removed the panic he previously experienced when faced with emergencies.

• He developed a structured way of approaching consultations and improved his social skills sufficiently to feel confident in dealing with more difficult clients.

• He no longer felt that his difficulties were a personal failing but instead learned how to play to his strengths to overcome difficulties.

Through an approach that respected his cognitive styles, Liam was able to fully utilise his veterinary training and thrive in his profession.

Key Takeaways

Liam’s case highlights an important consideration for veterinary education and professional training: difficulties in applying knowledge are not always a matter of intelligence or effort but may stem from a mismatch between thinking and learning styles, or even a mismatch between different learning styles.

When the vet, who is struggling, and the wider team understands how the individual ticks including how they think and learn then a difficult and frustrating situation can be transformed.

The Business Case for Supporting Diverse Ways of Thinking in Veterinary Practice

Supporting cognitive diversity in veterinary training benefits not only individuals but also veterinary practices and healthcare teams as a whole.

When training is aligned with how people think and process information, organisations can expect:

• Higher job satisfaction: When individuals feel competent and supported, they are more likely to remain engaged in their work.
• Reduced staff turnover: Professionals who feel their learning needs are understood are more likely to stay.
• Increased productivity: Veterinarians who are supported in applying their knowledge can work more quickly and make better decisions.
• Improved outcomes for animals and owners: When practitioners are able to respond confidently and appropriately, both animals and their owners receive better care.

These outcomes demonstrate a clear business case for understanding how people think and adjusting training and supervision accordingly.

Conclusion: Learning is About Process, Not Just Content

Professional development is not only about what someone knows, but also about how they come to know it and the skills they have developed to apply that knowledge.

This case study shows that when the way a person learns is not supported, difficulties arise not because of a lack of intelligence, but because the method of teaching does not match the way the person processes information.

When adjustments are made to suit an individual’s learning profile, the results can be transformative. Challenges are reduced, confidence grows, and skilled professionals are retained and able to thrive.

If you or someone you know is experiencing similar challenges, it may not be a question of ability but of how information is being processed.

How Aspiedent Can Help

Aspiedent supports individuals and organisations to understand how different people think and learn. This leads to better outcomes in both education and employment.

If this case study has raised questions for you about learning difficulties, supervision, or professional development in your practice, contact us.