Harvard Medical School

  • K. Meredith Atkins, MD, Assistant Professor of Obstetrics, Gynecology, and Reproductive Biology
  • Anthony Breu, MD, Assistant Professor of Medicine
  • Sara Fazio, MD, Professor of Medicine
  • Laurie Fishman, MD, Associate Professor of Pediatrics
  • Charles Hatem, MD, Harold Amos Distinguished Academy Professor
  • Margaret Hayes, MD, Assistant Professor of Medicine
  • Alexandra Hovaguimian, MD, Instructor in Neurology
  • Grace Huang, MD, Associate Professor of Medicine
  • Carol Hughes, Operations Director, BIDMC, Shapiro Institute
  • Ted James, MD, Associate Professor of Surgery
  • John Mitchell, MD, Associate Professor of Anaesthesia
  • Jeremy Richards, MD, Assistant Professor of Medicine
  • Daniel Ricotta, MD, Assistant Professor of Medicine
  • David H. Roberts, MD, Associate Professor of Medicine
  • Adam Rodman, MD, Instructor in Medicine
  • Richard Schwartzstein, MD, Professor of Medicine
  • C. Christopher Smith, MD, Associate Professor of Medicine
  • Morgan Soffler, MD, Instructor in Medicine
  • Carrie Tibbles, MD, Assistant Professor of Emergency Medicine
  • Shreya Trivedi, MD, Instructor in Medicine

Guest Faculty

  • Quinn Capers IV, MD, FACC, FSCAI, Rody P. Cox Professor of Internal Medicine (Cardiology) and Associate Dean of Faculty Diversity, UT Southwestern School of Medicine


Learning Objectives

Upon completion of this course, participants will be able to:

1. Identify principles of adult learning in order to:

  • Assess their learners’ needs
  • Design an educational intervention
  • Establish student-centered learning environments

2. Employ venue-specific teaching skills for:

  • Ambulatory teaching
  • Bedside teaching
  • Large-group presentations
  • Small group/case-based teaching

3. Recognize effective learner assessment strategies and provide effective feedback in order to:

  • Set educational expectations
  • Help learners advance in their careers
  • Create a differential diagnosis and action plan for the “problem” learner

4. Foster critical thinking skills so learners may:

  • Effectively use questions to promote clinical decision making
  • Assume a systematic approach to clinical reasoning
  • Reason through difficult clinical cases

5. Engage in reflective practice in order to:

  • Identify effective teaching techniques
  • Share best teaching practices with their colleagues