Participant Experience


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:


“I loved how engaging and interactive the course was despite the distance learning format. I learned a lot about effective medical education from just experiencing the structure and format of the course.”

“I have applied what I learned in the course to improving my bedside teaching and helping me better mentor others, and also now better advocate for myself as a professional.”

“This course offered so much content that I now utilize in my daily practice with residents and teachers. Especially useful were the segments on teaching professionalism, feedback using the advocacy-inquiry model, and the tips to combat burnout.”

“I am now using the training provided by this course on concept mapping, social media, and SNAPPS in our organizational training programs.” 

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

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

“This course taught me how to incorporate more small group teaching and interactive cases into a didactic curriculum; how to define concept maps and incorporate them into my bedside teaching; and how to conduct professional development for co-faculty to improve teaching across our faculty.”

"Right after the conference I walked into my clinics more prepared, with more enthusiasm, and better able to teach and encourage critical thinking."

“This course has opened a world of modern concepts in medical education to me and provided me with a full list of resources that I can now use. The thoroughly analyzed data about medical education showed me how I can become a better educator.”

“I had a didactic session on COPD and pneumonia scheduled 3 days after the course. 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 am currently mentoring students in pathology and developing new curriculum at the medical school. This course has been so valuable as I participate in mentoring and curriculum planning sessions!”

“I learned an immense amount that I can easily implement into the fellowship program I'm developing. This conference did an excellent job of balancing high-level teaching with practical strategies.”

“This course gave me great tips on how to support learner retention and critical thinking. I also learned so much about debriefing and giving feedback. Many speakers were especially impactful and will help me to think about the well-being of my learners as well as myself as a provider.”

“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.”

“I left this course with a list of strategies to employ, including the flipped classroom, a better understanding of younger-generation learners, 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.”

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

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

“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.”

“I wish I could get my entire faculty to attend this offering.”

“What was outstanding in this course? The education on concept mapping, effective feedback, making lectures more memorable, self-care and preventing burnout, and...the JOY that was manifested throughouton the part of both faculty and attendees.”

“This is hands-down the best CME that I have attended, and I have been doing this for a couple of decades! I feel like taking a few days off from work just to go over the talks again, to review the videos and the articles.”

“This was truly the best CME I have ever done. Thank you for putting together such an incredible program. I am recommending it to every educator I know.”

“This course checked all the boxes for me! It's been 20 years since I was in school, so I was looking for a comprehensive course to help me in starting a new mentorship program and developing new curriculum for a medical school. The strategies and techniques outlined in this course are just what I was looking for in an educational update! Such great stuff! Wish medical school was taught this way when I was a student!”