Teaching Assistants (TAs), particularly in fields such as medical sciences, occupy a unique and critical position, serving as both learners and educators. Their professional ethics significantly influence the quality of education, clinical practice, and patient safety. Despite their pivotal role, TAs often face distinct challenges that can impact their adherence to ethical standards. This conceptual article aims to identify and elaborate on the multifaceted challenges hindering the optimal cultivation of professional ethics among teaching assistants and to propose effective strategies for their improvement. Drawing upon existing literature primarily from medical education and professional ethics, this paper synthesizes common stressors, educational gaps, and environmental factors that impede ethical conduct. Hypothetical solutions discussed include the implementation of comprehensive, integrated ethics curricula, robust mentorship and role-modeling programs, promotion of well-being initiatives, and the integration of dialogic and reflective assessment methods. By addressing these challenges through structured and sustained interventions, educational institutions can significantly enhance the professional ethical standards of their teaching assistants, thereby contributing to a higher quality of education and patient care.

Teaching Assistants, professional ethics, medical education

Abdollahi, A, Jangjoo, A, Raveri, H et al (2009). Teaching surgical and urological skills with a health-based approach. Spokesperson Publications: Mashhad University of Medical Sciences.

Khamis, K., & Njau, B. (2014). Patients’ level of satisfaction on quality of health care at Mwananyamala hospital in Dar es Salaam, Tanzania. BMC health services research, 14(1), 400.

Al Qarni, A, Al-Nasser, S, Alzahem, A, and Awad Mohamed, M. (2021). Quality Improvement and Patient Safety Education in Internal Medicine Residency Training Program: Exploratory Qualitative Study. Adv Med Educ Pract, 12, 499-506.

Soleimanha, M, Heydarzadeh, A, *Haghighi, M, khoshrang, H, Haghparast, Z, Akbari, M. (2013). Assessment of Job-Education Satisfaction in Residents of Guilan University of Medical Sciences. Research in medical science education, 5(1), 45 - 51.

Sepehermanesh, Z, Ahmadvand, A. (2015). Prevalence of Burnout in the Residents of Kashan and Isfahan Universities of Medical Sciences in 2012. Research in medical science education, 7(1), 26 -34.

Heard, J, O'Sullivan, P, Smith, C et al. (2004). An Institutional System to Monitor and Improve the Quality of Residency Education. National Library of Medician, 79(9), 858-64. https://doi.org/10.1097/00001888-200409000-00011

Yaghmaei, M, Heidarzadeh, A, Jalali, MM (2015). Investigating the relationship between the success of assistants in specialized fields in the encyclopedia exam with the promotion and intra-department evaluation exam. Research in Medical Education, 19(1), 18-26.

Zamanzadeh V, Abdollahzadeh F, Lotfi M, Aghazadeh A. (2007). [Evaluation of clinical education areas from the perspective of nursing and midwifery instructors of Tabriz University of Medical Sciences in 2006]. Iranian Journal of Medical Education, 7(2), 299- 307. [Persian].

Jahnshir, AH, Bahreini, M, Banaeim, M et al (2016). Evaluate the effect of holding a simulation course on the performance of emergency medicine assistants in deciding on critical actions. Medicine and cultivation, 26(3), 171-178.

Privette, A. R., Shackford, S. R., Osler, T., Ratliff, J., Sartorelli, K., & Hebert, J. C. (2009). Implementation of resident work hour restrictions is associated with a reduction in mortality and provider-related complications on the surgical service: a concurrent analysis of 14,610 patients. Annals of surgery, 250(2), 316-321.