Participant Experience

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Ranked among the highest-rated Harvard Medical School CME courses, past participants consistently report that this program has inspired and improved their teaching and mentoring practices and outcomes. Here are a few recent voices:

 

“After this course, did I scrap everything and start again?  In some areas, yes--particularly in increasing my efforts to encourage clinical reasoning.”
 

"Right after the conference I walked into my clinics more prepared, with more enthusiasm, and better able to teach and encourage critical thinking. I thoroughly enjoyed the conference and am hoping to return at some point."
 

“I had a didactic session on COPD and pneumonia scheduled 3 days after my return. I quickly re-invented my talk using techniques I learned at this course. (This included using a straw to simulate the feeling of dyspnea and obstructive lung disease—a tip I picked up in one of the sessions.)  I also had students create a mechanism map and used a live-audience polling app to give them questions during the session that we then discussed. I got overwhelmingly positive reviews from students.”
 

“I found the frameworks given for both large and small teaching sessions really helpful. I'm giving feedback on a more consistent basis and now feel empowered to do it more constructively.”
 

The course directors, from the start, were open, welcome, and friendly and the whole group felt like we were to embark on an adventure. [At the end] the participants felt they were part of a profound learning experience.”
 

“I left this course with a list of strategies to employ, including the flipped classroom, a better understanding of millennials, and new ed tech strategies. I feel prepared to begin leading faculty development sessions at my institution on some of these topics, too.”
 

“I am incorporating the things that I learned in this course into our case-based small group sessions and improving collaborations with colleagues in both the basic and clinical disciplines to enhance student learning.”
 

The safe environment you were able to create for 120 ‘student’ attendees, and the interactions with the presenters both during the presentations and afterwards made this course remarkable.”
 

“I now strive for greater involvement of learners in all presentations, and allow learners to teach each other.”
 

“All presenters modeled the educational strategies they were explaining. I was consistently impressed with the level of engagement of the teachers and learners.”
 

“Use of the inductive reasoning paradigm, use of peer observations, mechanism mapping, and a better appreciation of millennial learners are some of the ways I have changed my practice.”
 

“Everyone who spoke/lectured was so calm, confident and easy to talk with, that this normally introverted doctor was more than willing to speak, participate and interact.”
 

“I have developed methods/tools to apply the Fick Principle to large group sessions to increase extraction/retention, and incorporate project-based learning, task-based learning and small group tactics into a traditional curriculum.”
 

“I am planning workshops for our university teachers to introduce them to the principles learned during this course.”
 

“My teaching approach in the areas of facilitation, questioning, providing feedback, lesson planning and interaction are now very different and aimed more towards student satisfaction.”
 

“Amazing lecturers made the whole course really inspiring; to me the pivotal aspects were those focused on lecturing and critical thinking--a real eye-opener.”
 

“Ideas I have incorporated into my teaching: how to deal with problem learners; institute a contract with the resident at the beginning of the rotation; give timely and effective feedback; become a mentor (and a mentee!); encourage professionalism.”
 

“Some strategies that stood out for me: 1. Incorporate formative feedback into daily practice when supervising trainees; 2. Utilize teaching skills to engage quiet learners and temper eager learners; 3. Incorporate think/pair/share activities into group teaching sessions to engage learners and enrich the learning environment.”
 

“This course is fabulous. I enjoyed the whole course, start to finish.”