Program Overview

Training-to-Teachers (T2T) is a nine-month blended learning program taught by distinguished Harvard Medical School faculty. The program’s contemporary learning approach integrates traditional and novel pedagogic methods, skills-based training and a Capstone Project.

T2T aims to develop highly skilled clinical educators who can apply educational theories and best teaching practices to instruct medical students and physicians in training, and thereby meet future medical workforce needs.

Training-to-Teachers comprises two three-day workshops, the first in China and the second in Boston at the end of the program, with online learning modules delivered throughout the program.  T2T participants will spend 7-10 hours per week studying online material and recommended readings.

T2T participants will have exclusive access to recorded online lectures covering the program’s modules and interactive webinars for topic discussions. The Capstone Project represents a practical application of the skills gained, and will cover topics such as course development, curriculum design and application of new approaches to assessment.

Program Highlights         
  • Nine-month blended learning program
  • Professional development in medical education pedagogies and teaching techniques
  • A Certificate of Completion from Harvard Medical School  
  • Two in-person workshops – one in China (Beijing or Shanghai); the second at Harvard Medical School
Workshop Dates

Workshop 1: January 7-9, 2019 Peking Union Medical College, Beijing, China

or

Workshop 1: January 10-12, 2019 Shanghai Harvard Center, Shanghai, China

Workshop 2: August 2019, Harvard Medical School, Boston, MA

  • Curriculum

    Course Outline

    T2T China Learning Model

    Workshops

    A total of two in-person workshops will take place throughout the 9-month program.  The first workshop will be conducted at the beginning of the program; the second one will take place at the end of the program. Workshops are each 3 days in length. 

    All activities will be highly interactive and will include didactic lectures, group discussions, panel discussions and clinical case presentations.

    Attendees are expected to actively participate in all workshops.

    Capstone Project 

    Each participant will be expected to conceive, develop and produce a 6-page report as part of the program’s Capstone Project. The Capstone Project will require participants to examine and area of innovation that they wish to develop and implement for their teaching setting.  Feedback by peers and Harvard Medical School faculty will support the development and assessment of this proposal.

     

    Team Projects / Presentations

    Participants will be divided into teams of 8 and will be asked to participate in 2 team projects over the course of the program.  Team projects are designed to develop teamwork skill, but also improve the team’s presentation skills:

    • Education Innovation Project (EIP):  This proposed activity is centered on the notion that there are many different ways to pursue innovative teaching methods (active learning methods using small-group sessions, problem-based learning, simulation, standardized patients, Web-based modules, and other methods). Working as a team, the goal is for the team to develop one EIP and to present this to the class as a powerpoint for 10 minutes with 5 minutes of feedback from Harvard faculty.
    • Solve a Teaching Problem (STP): This proposed activity asks the participants to identify existing gaps in a teaching curriculum and work together to create a pedagogic solution to the problem. Examples might include, "lack of engagement among residents in attending a regular teaching conference" - understanding the scope of the problem, developing different strategies to solve it, and exploiting innovative pedagogic methods.

     

    Recorded Online Lectures (ROLs) and Webinars

    • The online program will consist of approximately 30 ROLs and 15 live webinars with Harvard faculty, divided between six modules.
    • Live interactive webinars will be conducted every alternate week. There will be a total of 15 webinars. These webinars will be hosted on GoToMeeting or Webex. They will complement the ROL curriculum.
    • Each of the modules will incorporate knowledge check quizzes to be completed at the time of review of ROLs.

     

    Grading and Assessing Academic Rigor

    All participants will be expected to complete a short quiz that follows each ROL. The assignments or quizzes will be graded as a "pass" or "fail:”

    • Midterm Quiz and Final Examination: At the midpoint and the end of the program, participants will complete an electronic multiple choice question based examination. Each exam will consist of 50 questions taken over a 90 minute time period. The pass rate will be 70%. Participants who fail will be required to take a re-test.
       

    The academic and attendance requirements for certification will include: (i) viewing the pre-recorded lectures and completion of all the quizzes associated with the lectures, (ii) attendance at a minimum of 75% of the interactive webinars, (iii) attendance at each of the two in-person workshops and (iv) the results from each of the examinations. Performance in each will be weighted to generate a composite score that will lead to a program grade. Individuals will be graded as obtaining a Certificate with High Distinction, Distinction, or Pass.

    • Trainees achieving program objectives and attendance requirements at the conclusion of the program will be granted a Certificate of Program Completion from Harvard Medical School.  No Harvard degrees or credits will be granted as part of this program.

     

    Administrative Management

    • The T2T program will be coordinated within the HMS department of Post Graduate Medical Education, where it can be integrated seamlessly with ongoing and future global medical education programs.

     

    Technology

    • Access to the Canvas learning management system, access to webinar technology, the use of interactive software will be made available. Student access to broadband internet, tablets and/or computers for teaching, presentation/word processing software packages will be assumed by the participant or the participant’s host institution.

     

    Workshops

    Workshop 1:

    Day 1: Applying Learning Theory to Medical Education

    • Introduction to Adult Learning Theory
    • Application of Adult Learning Theory and Principles to Classroom and Clinical Teaching
    • Designing an Active Learning Teaching Session: Skills and Strategies
    • Small Group Teaching
    • Interactive Large Group Teaching

     

    Day 2: Curriculum Development and Delivery

    • Leading Change in Medical Education
    • Needs Assessment in Curriculum Design
    • Curriculum Development: An outline approach
    • Innovative Curriculum Design
    • Evaluation and Assessment

     

    Day 3: Developing Doctors - Clinical teaching and evaluation

    • Teaching in the clinic and at the bedside
    • How to give Effective Feedback
    • Patient Centered Teaching: Professionalism, Empathy and Critical Thinking
    • Assessments: Approaches to Formative and Summative Assessment 

     

    Workshop 2:

    Day 1: Implementing and Assessing the Curriculum

    • Training Leaders in Healthcare
    • Implementation of Curriculum
    • Professionalism: Achieving and Assessing Competency
    • Assessing Skills and Attitudes
    • Evaluating a Teaching Program: Continuous improvement

     

    Day 2: Technology in the Classroom

    • Simulation Based Learning
    • Implementing a simulation based curriculum
    • Technology Enhanced Learning I
    • Medical Education Research and Scholarship
    • Technology Enhanced Learning II
    •  

    Day 3: Future Developments in Medical Education

    • Innovation in Medical Education
    • Faculty Development in Medical Education
    • Peer Observation of Teaching
    • Mentoring in Medical Education
    • Program Review, Feedback and Needs Assessment for Future

     

    Online Modules:

    Module 1: Principles of Adult Learning

    Topics covered include:

    • Medical Education Pedagogy
    • Application of Adult Learning Theory to Teaching
    • Improving Education for Healthcare Providers
    • Knowing your Learner

     

    Module 2: Curriculum Design

    Topics covered include:

    • Curriculum development: Experience at Harvard Medical School
    • Curriculum development: Stepwise approach
    • Change in medical education
    • The Hidden Curriculum

                     

    Module 3: Teaching Methods

    Topics covered include:

    • Small group teaching
    • Lectures and large group teaching
    • Giving effective presentations
    • Microskills for teaching in clinical settings
    • Flipped classrooms

                     

    Module 4: Evaluation and Assessment

    Topics covered include:

    • Assessment as a teaching tool
    • Designing effective assessments
    • Assessing professional competence
    • Classroom challenges and problem students

     

    Module 5: Contemporary Pedagogical Practices

    Topics covered include:

    • Promoting clinical reasoning skills
    • Using technology to enhance learning
    • Reflection as a teaching tool in medical education
    • Team based learning

     

    Module 6: Clinical Teaching

    Topics covered include:

    • Teaching and assessing procedural skills
    • Physical examination skills: Strategies for assessment
    • Effective teaching on the wards and in the clinic
    • Promoting lifelong learning: Developing curious learners

     

    Module 7: Clinical Research Teaching

    Topics covered include:

    • Core ethical principals of medical research
    • Characteristics of evidence-based medicine
    •  Basic study designs used in medical research
    • Basic epidemiological principals of medical research
    • Comparison and contrast of qualitative methods in medical research
    • Conducting surveys in medical education
  • Program Objectives

    Upon completion of this program, participants will be better able to:

    • Understand the process of adult learning and how it should impact the way that medicine is taught
    • Design highly engaging, interactive educational sessions
    • Master small-group teaching and case-based collaborative learning
    • Apply the principles of curriculum development
    • Recognize and implement necessary key elements for successful curriculum reform
    • Integrate simulation and modern technology to enhance teaching and learning
    • Become a more effective and committed mentor to inspire others
    • Optimize assessments and provide more productive feedback
    • Apply the principles of medical education research
  • Faculty

    Program Directors

    Li Li, MD
    Physician, Renal Division
    Brigham and Women’s Hospital
    Instructor of Medicine,
    Harvard Medical School

    Martina M. McGrath, MD, MB, BCh, FRCPI
    Physician, Renal Division
    Brigham and Women’s Hospital
    Instructor of Medicine,
    Harvard Medical School

     

    Online Curriculum Faculty

    Keith Baker, MD PhD
    Associate Professor of Anaesthesia
    Harvard Medical School
    Massachusetts General Hospital

    Vanesa Bijol, MD
    Associate Professor of Pathology
    Hofstra Northwell School of Medicine
    Hempstead, New York

    Charles Hatem, MD
    Harold Amos Distinguished Academy Professor
    Professor of Medicine
    Member of the Faculty of the Harvard-MIT Health and Sciences and Technology
    Mount Auburn Hospital

    Joaquim Havens, MD
    Assistant Professor of Surgery
    Harvard Medical School
    Brigham and Women’s Hospital

    Melanie Hoenig, MD
    Associate Profesor of Medicine
    Harvard Medical School
    Beth Israel Deaconess Medical Center

    Edward Hundert, MD
    Professor in Residence of Global Health and Social Medicine and Medical Education
    Dean for Medical Education
    Harvard Medical School

    Eli Miloslavsky, MD
    Assistant Professor of Medicine
    Harvard Medical School
    Massachusetts General Hospital

    Subha Ramani, MBBS, MPH
    Assistant Professor of Medicine
    Harvard Medical School
    Brigham and Women’s Hospital

    Jeremy B. Richards, MD
    Assistant Professor of Medicine
    Beth Israel Deaconess Medical Center
    Harvard Medical School

    David Roberts, MD
    Dean for External Education
    Harvard Medical School
    Beth Israel Deaconess Medical Center

    Celeste Royce, MD
    Instructor in Obstetrics, Gynecology, and Reproductive Biology
    Harvard Medical School
    Beth Israel Deaconess Medical Center

    Daniel Schacter, PhD
    William R. Kenan, Jr. Professor of Psychology
    Harvard University

    James Kimo Takayesu, MD
    Assistant Professor of Emergency Medicine
    Harvard Medical School
    Massachusetts General Hospital

    Anjala Tess, MD
    Rabkin Fellow in Medical Education
    Assistant Professor of Medicine
    Harvard Medical School
    Beth Israel Deaconess Medical Center