Profession healthcare specialist lecturer

Healthcare specialist lecturers are subject professors, teachers, or lecturers, and often doctors who instruct students who have obtained an upper secondary education diploma in their own specialised field of healthcare, which is predominantly academic in nature. They work with their university research assistants and university teaching assistants for the preparation of lectures and of exams, for grading papers and exams, for leading laboratory practices, and for leading review and feedback sessions for the students. They also conduct academic research in their respective field of specialist healthcare, publish their findings and liaise with other university colleagues.

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Personality Type

  • Social / Enterprising
  • Social / Investigative
  • Social / Artistic
  • Social / Conventional
  • Social / Realistic

Knowledge

  • Curriculum objectives

    The goals identified in curricula and defined learning outcomes.

  • Human anatomy

    The dynamic relationship of human structure and function and the muscosceletal, cardiovascular, respiratory, digestive, endocrine, urinary, reproductive, integumentary and nervous systems; normal and altered anatomy and physiology throughout the human lifespan.

Skills

  • Liaise with educational support staff

    Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.

  • Monitor developments in field of expertise

    Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.

  • Apply intercultural teaching strategies

    Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

  • Assess students

    Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

  • Assist students with equipment

    Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.

  • Perform classroom management

    Maintain discipline and engage students during instruction.

  • Give constructive feedback

    Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

  • Apply teaching strategies

    Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

  • Demonstrate when teaching

    Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

  • Compile course material

    Write, select or recommend a syllabus of learning material for the students enrolled in the course.

  • Develop course outline

    Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

  • Write work-related reports

    Compose work-related reports that support effective relationship management and a high standard of documentation and record keeping. Write and present results and conclusions in a clear and intelligible way so they are comprehensible to a non-expert audience.

  • Manage student relationships

    Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.

  • Guarantee students' safety

    Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

  • Prepare lesson content

    Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

Optional knowledge and skills

keep records of attendance manage resources for educational purposes health care legislation serve on academic committee provide technical expertise pathology facilitate teamwork between students learning difficulties dietetics monitor educational developments embryology university procedures geriatrics work with virtual learning environments conduct quantitative research assessment processes provide lesson materials establish collaborative relations orthopaedics publish academic research scientific research methodology provide career counselling assist students with their dissertation conduct qualitative research supervise doctoral students pedagogy discuss research proposals paediatrics assist in the organisation of school events develop curriculum supervise educational staff conduct scholarly research present reports participate in scientific colloquia assist students in their learning