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Teaching those who teach to have a voice: the history and current practices of Gynecological Teaching Associates

  • Original Article
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Journal of Medicine and the Person

Abstract

This paper describes one medical school’s shift from women as standardized patients to women as Gynecological Teaching Associates during the practice training of medical students in Well-Woman exams. Specifically, the author reflects on her experiences as a standardized patient in practice gynecological exams, her experiences becoming a trained Gynecological Teaching Associate (GTA), and her experiences teaching other women to become GTAs. The mix of narrative and analysis reveals the history and current usage of GTAs, the value of GTA programs, and the contribution GTAs and GTA training add to the overall health care of women.

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Notes

  1. We also did significant amounts of research on women’s health in the military; however, for the purposes of this chapter that information is not relevant.

  2. The lack of published research on the SPs/GTAs or any standardization of SP/GTA usage is notable and a void needing to be filled.

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Authors and Affiliations

  1. Humanities and Communication Department, Embry-Riddle Aeronautical University, 600 S. Clyde Morris Blvd., Daytona Beach, FL, 32114, USA

    Rachel E. Silverman

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  1. Rachel E. Silverman
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Correspondence to Rachel E. Silverman.

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Silverman, R.E. Teaching those who teach to have a voice: the history and current practices of Gynecological Teaching Associates. J Med Pers 12, 60–67 (2014). https://doi.org/10.1007/s12682-014-0177-2

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  • DOI: https://doi.org/10.1007/s12682-014-0177-2

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