See One, Do One, Teach One: Dissecting the Use of Medical Education’s Signature Pedagogy in the Law School Curriculum

57 Pages Posted: 15 Apr 2009 Last revised: 24 May 2014

Christine Nero Coughlin

Wake Forest University - School of Law

Lisa A. Tucker

Drexel University Thomas R. Kline School of Law

Sandy Patrick

Lewis & Clark Law School

Date Written: May 10, 2010

Abstract

With the recent publication of the Best Practices in Legal Education, (1) and the Carnegie Report on the Advancement of Teaching, (2) law professors today have an opportunity to adopt pedagogies that have been successfully used in other professional disciplines that, like law, integrate skills and theory. In this article, we focus specifically on the “see one, do one, teach one” approach used in medical education because medical students and law students develop early professional reasoning skills in parallel ways. (3) This article dissects medical education’s signature pedagogy by focusing on the use of simulation and samples, active learning exercises, and peer teaching opportunities as a corollary to using visualization, application, and demonstration in the medical context.

The article guides legal educators through the process of implementing the methodology. This article concludes that utilizing the “see one, do one, teach one” methodology facilitates student engagement with course material on a deeper analytical level, by providing context for the students, and allowing students to internalize and transfer that knowledge. (4) Accordingly, borrowing the signature “see one, do one, teach one” pedagogy from medical education will ultimately help students better bridge the gap between law school and the practice of law.

(1) ROY STUCKEY AND OTHERS, BEST PRACTICES FOR LEGAL EDUCATION (2007).

(2) WILLIAM M. SULLIVAN, ANNE COLBY, JUDITH WELCH WEGNER, LLOYD BOND & LEE S. SHULMAN, EDUCATING LAWYERS: PREPARATION FOR THE PROFESSION OF LAW (2007).

(3) See Stefan H. Krieger, The Development of Legal Reasoning Skills in Law Students: An Empirical Study, 56 J. LEGAL EDUC. 332, 351-53 (2006).

(4) Carol McCrehan Parker, Writing Through the Curriculum: Why Law Schools Need It and How to Achieve It, 76 NEB. L. REV. 561, 583-84 (1997).

Suggested Citation

Coughlin, Christine Nero and Tucker, Lisa A. and Patrick, Sandy, See One, Do One, Teach One: Dissecting the Use of Medical Education’s Signature Pedagogy in the Law School Curriculum (May 10, 2010). Georgia State University Law Review, Forthcoming; Wake Forest Univ. Legal Studies Paper No. 1380079; Lewis & Clark Law School Legal Studies Research Paper No. 2009-20; NYLS Clinical Research Institute Paper No. 09/10 #4; Drexel University Earle Mack School of Law Research Paper No. 1380079. Available at SSRN: https://ssrn.com/abstract=1380079

Christine Nero Coughlin (Contact Author)

Wake Forest University - School of Law ( email )

P.O. Box 7206
Winston-Salem, NC 27109
United States

Lisa A. Tucker

Drexel University Thomas R. Kline School of Law ( email )

3320 Market Street
Philadelphia, PA 19104
United States

HOME PAGE: http://www.drexel.edu/law/lisa-mcelroy.asp

Sandy Patrick

Lewis & Clark Law School ( email )

10015 S.W. Terwilliger Blvd.
Portland, OR 97219
United States

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