Outcome of Training

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Are You Cut Out To Be A Medical Assistant Or Should You Go For Something Else?

The first step when deciding on a fitting career is to assess what you do well. It's also important to explore various training and career opportunities in your particular area first.

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What is the Desired Outcome Of Medical Assistant Training?

The best medical assistant training programs include simulations of actual job situations and typical problems that may arise in a medical office. They provide actual work materials as training tools in their clinical labs and allow students to work together and learn from each other.

This includes understanding verbal and written instructions that contain directions or requests to carry out a special task. All this is important because job simulated training emphasizes what is needed to organize and prioritize skills when it comes to working side by side with other medical staff and allied health professionals to help patients. When finished the graduating medical assistants will have improved their self-esteem and job performance, productivity, and competitiveness on the job marked. Graduating medical assistant students should then possess and utilize the following skills:

1. Specific Job Skills

Knowledge necessary to do the job (e.g., principles of clinical and administrative duties in the medical office). Skills specific to the medical office and health care (e.g., autoclave operation).

2. Communication Skills

Read with understanding, convey ideas and speak so others can understand, listen actively, and observe.

3. Decision-Making Skills

Solve problems and make decisions, plan, use math for problem solving and decision making.

4. Interpersonal Skills

Cooperate with others, guide others, advocate and influence, resolve conflict, and negotiate.

5. Lifelong Learning Skills

Take responsibility for learning, learn through research, use information and communications technology.

CAREER DEVELOPMENT AND VOCATIONAL EDUCATION

Successful career development in vocational education requires educators who are willing to take risks, to forego the need for "control," and to allow students to pursue their own learning--to ask their own questions and seek their own answers. They must invite students "to search for understanding, appreciate uncertainty, and inquire responsibly" (Brooks and Brooks 1993, p. 6), while accepting the uncertainty themselves as students pursue areas that are new to them as well. Teachers in newly designed vocational programs should "provide opportunities for students to make connections with their own life experiences" (ASCD 1995a, p. 1).

Rather than helping students to memorize facts, "teachers should teach students metacognitive and self-evaluative skills so they can assess what they need to learn in order to solve a problem or complete a project. Students who learn these skills will be able to direct their own learning--to recognize what skills they need and to go off and learn their skills on their own" (ASCD 1995b, p. 4). Then, they will be able to involve themselves in lifelong learning that continually prepares them for employment and career development.

Original Text Source:

Jo b Training versus Career Development: What Is Voc Ed's Role? ERIC Digest.

by Lankard, Bettina A.