Harvard Medical School

  • K. Meredith Atkins, MD, Assistant Professor of Obstetrics, Gynecology, and Reproductive Biology
  • Miya Bernson-Leung, MD, Instructor in Neurology
  • 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
  • Lori Newman, MEd, Assistant Professor of Pediatrics
  • Jeremy Richards, MD, Assistant Professor of Medicine
  • 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, Vice Dean for Faculty Affairs, The Ohio State University College of Medicine; Professor 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