Faculty

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This is the faculty from the 2017 program. 2018 information is not yet available.

Harvard Medical School

  • K. Meredith Atkins, MD, Assistant Professor of Obstetrics, Gynecology, and Reproductive Biology
  • Dara Brodsky, MD, Assistant Professor of Pediatrics
  • Alexander Carbo, MD, Assistant Professor of Medicine
  • David Cohen, MD, Instructor in Medicine
  • Alice Domar, PhD, Associate Professor of Obstetrics, Gynecology and Reproductive Biology, part-time
  • Sara Fazio, MD, Associate Professor of Medicine
  • Laurie Fishman, MD, Assistant Professor of Pediatrics
  • Jonathan Hausmann, MD, Clinical Fellow in Pediatrics
  • Margaret "Molly" Hayes, MD, Instructor in Medicine
  • Grace Huang, MD, Associate Professor of Medicine
  • Carol Hughes, Operations Manager, BIDMC, Shapiro Institute
  • Beth Lown, MD, Associate Professor of Medicine
  • Jakob McSparron, MD, Instructor in Medicine
  • Lori Newman, MEd, Principal Associate in Pediatrics
  • Hope Ricciotti, MD, Associate Professor of Obstetrics, Gynecology, and Reproductive Biology
  • David Roberts, MD, Associate Professor of Medicine
  • Richard Schwartzstein, MD, Professor of Medicine
  • Amy Ship, MD, Assistant Professor of Medicine
  • C. Christopher Smith, MD, Associate Professor of Medicine
  • Carrie Tibbles, MD, Assistant 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
  • Simulator-based teaching (optional)

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
  • Conduct self-assessment and peer-observation of teaching
  • Share best teaching practices with their colleagues