Reflection of a Medical Educator

The role of medical educators is different from educating in higher educators as the primary duties of the medical educators are beyond teaching and learning and associated with assessment and feedback to improve the quality of the process. This paper reflects upon the experience of working as a medical educator and the ability to comply with ethical codes such as quality, respect, integrity, and scholarship.

Running head: REFLECTIVE WRITING
REFLECTION OF A MEDICAL EDUCATOR
Name of the Student
Name of the University
Author note

1REFLECTIVE WRITING
The role of medical educators is different from educating in higher educators as the
primary duties of the medical educators are beyond teaching and learning and associated with
assessment and feedback to improve the quality of the process (Wald 2015). There are several
levels of competencies that should be present in the medical educators so that achievement of
these professionals’ goals could be achieved (Ellaway et al. 2014). In this paper, I will be
reflecting upon my experience of working as a medical educator and within that my ability to
comply with the ethical codes such as quality, respect, integrity and scholarship will be included.
While working as a medical educator I was aware of the core values as an educator and
these are: designing and learning the processes, teaching the nursing professionals about the
process, conducting assessment of the learning process, providing them ideas about research and
scholarships and implementing leadership skill to manage the process (Darling-Hammond 2016).
However, while working with the healthcare professionals, I faced several issues such as cultural
difference, differences in understanding, differences in ideas and lack of support or teamwork
within the team. These factors hindered me from achieving my goals and duties as a medical
educator. I was hopeful during the education sessions as I was aware of my core values and
principles, but was little nervous about the implementation of these in the process.
Hence, to implement the goals, I arranged sessions in which I provided training regarding
the importance of quality in the healthcare process and the strategies using which such quality
improvement related processes could be achieved (Ellaway et al. 2014). This session was
successful in managing the ideas and knowledge of the student healthcare professionals and their
thought process was diverted towards achievement of quality. In this aspect, I also provided them
with the importance of showing respect to patients, colleagues and healthcare professionals as it
helps to bridge the communication gap present in the process, making the complete healthcare

2REFLECTIVE WRITING
system an integrated system working towards the health improvement of people (Cruess, Cruess
and Steinert 2016). Further, I also made them aware of the scopes of future research and required
scholarship for the upgradation and improvement of the healthcare processes. Hence, while
evaluation; I understood that while working as a medical educator my primary concern was to
understand the different type of student healthcare professionals. However, while working I used
several strategies such as implementing training and education sessions regarding the need of
quality, integrity and the scope of research and scholarship so that my knowledge could be
shared to the future health professionals (Wald 2015).
Therefore, as conclusion and future action plan, I would implement such communication
and educational strategies to make my students aware about their responsibilities and role in
achieving the quality aspect of health. Further to make the process developed and integrated I
would make them aware of the requirement of research and scholarship so that they can improve
their skills and in future could be developed as skilled and developed healthcare professionals
(Wald 2015). Hence, in conclusion, my reflection on this experience was positive which I would
use in my future sessions.

3REFLECTIVE WRITING
References
Cruess, R.L., Cruess, S.R. and Steinert, Y. eds., 2016. Teaching medical professionalism:
supporting the development of a professional identity. Cambridge University Press.
Darling-Hammond, L., 2016. Research on teaching and teacher education and its influences on
policy and practice. Educational Researcher, 45(2), pp.83-91.
Ellaway, R.H., Pusic, M.V., Galbraith, R.M. and Cameron, T., 2014. Developing the role of big
data and analytics in health professional education. Medical teacher, 36(3), pp.216-222.
Wald, H.S., 2015. Professional identity (trans) formation in medical education: reflection,
relationship, resilience. Academic Medicine, 90(6), pp.701-706.