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