Medical Skills Needed to Be

Medical Skills Needed to be Effective as a Teaching Assistant

In a Medical Ethics Course

It is not just anyone that is prepared through education, clinical and practical experience well enough to attempt to teach medical ethics to doctoral level medical students. The practical problems presented are diverse as well as are the ethical dilemmas which will prove to be as individual as the students themselves. There is much inclusive of what should comprise the realm of medical ethics curriculum and medical educational institutions should fear that they might take too lightly this very critical and key area of learning for the future practicing physician. This work makes examination of and investigation of all available peer-reviewed literature in relation to medical ethics teaching and most specifically in terms of the skills required of a teaching assistant in this initiative.

Medical Skills Needed to be Effective as a Teaching Assistant

In a Medical Ethics Course

Objective

Methodology

Introduction

Review of the Literature

Summary and Conclusion

Teaching Method & Skills Required of Teaching Assistants in a Medical Ethics Course

Objective

The objective of this work is to research and examine the necessary skills that the Teaching Assistant for a Medical Ethics Doctoral Course should possess.

Methodology

Specialized skills are required of the teaching assistant if they are to be effective in their effort in a course of medical ethics. This work will research available literature in relation to those skills through review of available peer-reviewed literature.

Introduction

Specialized skills are required of the teaching assistant if they are to be effective in their effort in a course of medical ethics. Effective teaching skills of a teaching assistant begin with knowledge of the area of study as well as being informed of the curricular goals in that study. The study of medical ethics is an area that is critical in obtaining correct and up-to-date knowledge in order to avoid medical malpractice which is a costly mistake should it occur in the physician's practice.

Review of the Literature

The teacher who is teaching in the field of medicine teach "skills in many settings, including at the bedside, on teaching rounds, in noon conferences and in small group settings." (Fryer-Edwards, 2005) Before beginning the teaching initiative the teacher must have "an idea of what" (Fryer-Edwards, 2005) they will be teaching as well as "teaching objectives, core content to cover" (Fryer-Edwards, 2005) and the strategy for teaching that will be used." (Fryer-Edwards, 2005) Furthermore the teaching content "will need to fit within the process of a teaching session, regardless of the teaching strategy" that is employed." (Fryer-Edwards, 2005 p.7) The work of Fryer-Edwards (2005) makes the statement that there are three divisions in a teaching session. Those divisions are:

1) The opening;

2) The middle; and 3) The closing. (Fryer-Edwards, 2005)

The chart labeled Figure 1.0 demonstrates Fryer-Edwards conception of what should occur during the opening of a teaching session.

Stated in relation to engaging the group is that "focusing the attention of the learners is an important first task regardless of teaching setting." In relation to setting expectations the author states that "being explicit about what you want from your learners can go a long way toward making that behavior happen." Setting the tone relates to "setting expectations" which "will only go so far" if the teacher does not "also follow up by modeling" some of what is expected. (Fryer-Edwards, 2005 p. 9) The middle of the teaching session is characterized by Set Up of a "skill practice exchange," Focus in "helping the learner identify a focus for the skill practice session" and Managing the Group along with a Summarization.