Faculty

Harvard Medical School

K. Meredith Atkins, MD, Assistant Professor of Obstetrics, Gynecology, and Reproductive Biology

Anthony Breu, MD, Assistant Professor of Medicine

Laurie Fishman, MD, Associate Professor of Pediatrics

Jason Freed, MD, Assistant Professor of Medicine

Charles Hatem, MD, Harold Amos Distinguished Academy Professor

Margaret Hayes, MD, Assistant Professor of Medicine

Carol Hughes, Operations Director, BIDMC, Shapiro Institute

Cullen Jackson, PhD, Instructor in Anesthesia

Ted James, MD, Associate Professor of Surgery

Kerri Palamara McGrath, MD, Assistant Professor of Medicine

Daniel Ricotta, MD, Assistant Professor of Medicine

Jeremy Richards, 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

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

Morgan Soffler, MD, Assistant Professor of Medicine, New York Medical College; Associate Program Director, Sleep Fellowship, Westchester Medical Center

Tisha Wang, MD, Professor of Clinical Medicine; Senior Clinical Vice Chair, UCLA Department 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

4. Foster critical thinking skills so learners may effectively use questions to promote clinical decision making

5. Engage in reflective practice in order to identify effective teaching techniques