Conventional training methods in most medical fields seek to avoid errors, framing them as negative consequences instead of as learning opportunities. Error-management training (EMT) contrasts with conventional methods by explicitly encouraging trainees to make errors through low-stakes training modules in an effort to alter perspectives on errors, utilizing them as learning opportunities, and to improve trainee performance in error-prone tasks. Simultaneously, EMT can promote the use of non-technical skills – namely metacognition and emotion control – that can provide trainees with lifelong, stress-reducing tactics that can be used across disciplines. The following describes two prospective, double-blinded studies to investigate the effects of EMT, compared to traditional error-avoidant training (EAT), on veterinary students learning to perform: 1) surgical knot tying and 2) blood smear preparation and analysis. For both studies, the performances between EMT and EAT participants were not significant when completing familiar tasks, suggesting EMT is a comparable training method. When assessing novel scenarios, participants trained by EAT showed a significant decline in long-term performance for several outcomes compared to EMT trainees. Survey data from the blood smear study found that participants in both groups felt errors were a useful part of their training and that they were able to reflect on their mistakes. These findings suggest that EMT could be an effective teaching strategy that fosters both technical and non-technical skills for veterinary students.