Program Overview

The Training to Teachers Program–Mongolia program is an initiative between Harvard Medical School Global and Continuing Education, the Mongolian National University of Medical Sciences (MNUMS) and Mongolian Health Initiative (MHI). Training to Teachers is a blended-learning program that includes in-person workshops, online lectures, team projects, individual and team-based learning supplemented by interactive webinars taught by senior faculty from Harvard Medical School recognized for expertise in medical education, curriculum development and evaluation.

The Training to Teachers program aims to instruct established Mongolian doctors in modern teaching techniques emphasized at Harvard Medical School. These medical educational techniques include: learner-centered teaching, small-group teaching, systematic approaches to curriculum design and assessment and team-based learning. Participants will be able to directly apply these methods in their own teaching environments. Medical doctors, dentists, healthcare professionals, medical school administrators and leaders are encouraged to apply.

Program Outcomes

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

  • Apply principles of adult learning theory to their own teaching in the classroom and clinical settings
  • Use an established framework to design and implement a curriculum
  • Develop tools for meaningful assessment of learners consistent with learning outcomes
  • Select and practice the right teaching strategies for different learner levels and environments
  • Assemble a toolkit of teaching techniques and effectively use them in different settings

Quick Links

  • Dean's Overview

    Harvard Medical School’s Training to Teachers – Mongolia program aims to provide training to faculty on modern medical education strategies and innovative learning techniques. Faculty are drawn from Harvard Medical School, the world’s top health research university and top US medical school. Participants learn about Undergraduate Medical Education at Harvard Medical School through specific examples of program delivery.

    The program is an opportunity for instructors, from less experienced to seasoned educators, to enhance their knowledge and skills in medical education.

    Our model of hybrid education provides learning ideally suited to the busy professional, allowing you to learn without disrupting your career. Our expert faculty interact with participants in residential-style workshops and supplement this experience with interactive webinars and recorded online lectures.

    David Roberts, MD
    Dean for External Education
    Harvard Medical School

  • Curriculum

    Training to Teachers is a blended learning program that includes online lectures and webinars, supplemented by interactive webinars taught by senior faculty from Harvard Medical School recognized for expertise in medical education and curriculum development and management.

    Divided into key modules, the curriculum incorporates innovative teaching techniques for medical faculty, exposes participants to the latest findings in medical education literature, many of which are being incorporated at Harvard Medical School. Training to Teachers is anchored by two in-person workshops at the Mongolian National University of Medical Sciences (MNUMS) in Ulaanbaatar, Mongolia. Each workshop will occur at the beginning and the end of the program’s online curriculum.


    There are two in-person workshops in Ulaanbaatar on October 9–11, 2017 and May 28–31, 2018.The workshops will focus on developing fundamental teaching skills to promote deep and active learning, systematic curriculum design and assessment of medical trainees. Participants will be introduced to relevant educational theories, such as adult learning and experiential learning, and their practical applications to their own teaching. In each of the workshops, learner-centered teaching methods and practical activities will equip participants with the necessary skills to become more effective educators. Workshops will feature didactic presentations, class discussion, teamwork and interactive small group exercises.



    There is a substantial amount of teamwork expected throughout the program. Team assignments are designed to promote collaboration and apply the models being introduced.

    Projects and Participation

    All Training to Teachers participants are expected to complete the projects described below. Assignments are designed to promote collaboration and apply the models being introduced. All students are expected to contribute and actively participate in team and individual assignments.

    Teaching Skills Practicum

    Medical educators need to assemble a teaching toolkit consisting of a variety of educational strategies, and be prepared to use the best teaching tools based on the setting and learners. Working as a team, the goal is for each participant to practice a variety of teaching presentations debrief with their team regarding strategies that were effective and areas for improvement.

    Capstone Project

    All participants will be expected to conceive, develop, and produce a curriculum plan that could be implemented at their own institution. Participants will have the opportunity to develop a multi-stage plan, designing elements that correspond to each module. Peers and Harvard Medical School Faculty will review the individual components and final proposal.

    Academic Attendance and Requirements

    All participants will be expected to complete individual and team assignments, as well as attend and participate in the webinars in order to receive their Certificate of Completion from Harvard Medical School.

    Workshop 1 | Ulaanbaatar October 9—11

    Day 1

    8:00 am

    Setting the Stage: Welcome and Introduction to Adult Learning Theory
    Subha Ramani, MBBS, MMEd

    9:15 am

    Teamwork in Faculty Development
    Ajay K. Singh, MBBS, FRCP, MBA

    10:00 am Break
    11:00 am

    Application of Adult Learning Theory Principles to Classroom Teaching
    Elizabeth Bennert, MS

    12:00 pm Lunch
    1:00 pm

    Application of Adult Learning Theory Principles to Clinical Teaching
    Roy Phitayakorn, MD and Lori Tishler, MD

    2:30 pm Break
    3:00 pm

    Approach to Curriculum Development – The 6-step Approach
    Subha Ramani, MBBS, MMEd

    3:45 pm

    Designing a Curriculum in Health Policy and QI
    Lori Tishler, MD

    4:30 pm Summary

    Day 2

    8:00 am Announcements
    8:10 am

    Needs Assessment in Curriculum Design
    Elizabeth Bennert, MS

    9:05 am

    Setting Goals and Expectations
    Lori Tishler, MD

    10:00 am Break
    10:30 am

    Interactive Large Group Teaching
    Subha Ramani, MBBS, MMEd

    12:00 pm


    11:00 am

    Asking Effective Questions
    Roy Phitayakorn, MD

    1:00 pm

    Small Group Teaching
    Elizabeth Bennert, MS

    2:30 pm Break
    3:00 pm

    Teaching Procedures
    Roy Phitayakorn, MD

    4:30 pm Summary

    Day 3

    8:00 am


    8:10 am

    Principles of Assessment in Medical Education
    Elizabeth Bennert, MS

    9:00 am

    Assessment of Skills
    Roy Phitayakorn, MD

    10:00 am


    10:30 am

    Assessment of Performance
    Subha Ramani, MBBS, MMEd

    11:00 am

    Learner Challenges- Professionalism
    Lori Tishler, MD



    1:00 pm

    How to Give and Get Effective Feedback
    Subha Ramani, MBBS, MMEd

    2:30 pm


    3:00 pm

    Introduction to Teaching Practicum
    Subha Ramani, MBBS, MMEd; Elizabeth Bennert, MS

    4:30 pm


    Recorded Online Lectures

    Online lectures will be divided into four themed modules that will cover key topics in medical education, and will remain accessible to participants for the duration of the program.

    Module 1
    Preparing and planning for effective teaching will include a variety of topics: optimizing the learning environment, establishing teaching goals, reviewing curricular goals, soliciting learner goals preparing learners for independent and reflective practice.

    Module 2
    Curriculum design: The six-step approach to curriculum design will be presented from needs assessment to curriculum evaluation to provide a systematic framework as participants work on their own Capstone Project. As part of this project, participants will be required to draft broad goals as well as specific learning objectives. Finally, participants will be introduced to the concept of formal, informal and hidden curricula.

    Module 3
    The best practices of teaching for medical educators will include: large-group teaching, small-group teaching, teaching clinical skills, teaching clinical reasoning, bedside teaching, teaching procedures, inpatient and outpatient teaching, promoting deep learning and retention and teaching and assessing professionalism.

    Module 4
    Evaluation: This module will feature assessment of trainees, evaluation of educational programs and evaluation of teaching performance. The module will examine theories of assessment, a framework for program evaluation, strategies for effective feedback and remediation of struggling learners.

  • Faculty

    Program Directors

    Subha Ramani, MBBS, MMEd, PhD
    Assistant Professor of Medicine Harvard Medical School
    Director, Scholars in Medical Education Track
    Internal Medicine Residency Program at Brigham and Women’s Hospital
    Director of Research and Scholarship, Harvard Macy Institute

    Ganmaa Davaasambuu, MD, PhD
    Assistant Professor, Department of Medicine, Harvard Medical School
    Assistant Professor, Department of Nutrition at Harvard T.H. Chan School of Public Health
    Associate Epidemiologist, Channing Division of Network Medicine at Brigham and Women’s Hospital

    Workshop Faculty

    Elizabeth H Bennert, MS
    Associate Director Online Learning and Development for Global and Continuing Education at Harvard Medical School

    Roy Phitayakorn, MD, MHPE (MEd), FACS
    Assistant Professor of Surgery at Harvard Medical School
    General and Endocrine Surgery Director of Medical Student Education & Surgery Education Research at Massachusetts General Hospital
    Senior Education Research and Development Consultant at NEJM Group

    Ajay K. Singh, MBBS, FRCP, MBA
    Senior Associate Dean for Postgraduate Medical Education

    Lori Tishler, MD, MPH
    Vice President of Medical Affairs at Commonwealth Care Alliance
    Assistant Professor at Harvard Medical School

    Online Faculty

    Keith Baker, MD, PhD
    Associate Professor of Anaesthesia
    Harvard Medical School
    Vice Chair of Education, Department of Anaethesia, Critical Care and Pain Medicine
    Massachusetts General Hospital

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

    Kenneth B. Christopher, MD, SM
    Assistant Professor of Medicine
    Harvard Medical School
    Renal Division, Brigham & Women’s Hospital
    Assistant Program Director, Internal Medicine Residency Training Program
    Brigham & Women’s Hospital

    Susan Frankl, MD
    Assistant Professor of Medicine
    Harvard Medical School
    Director of Faculty Development for the Primary Clerkship, HMS and Site Director
    Beth Israel Deaconess Medical Center

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

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

    David Roberts, MD
    Dean for External Education
    Harvard Medical School
    Director of International Programs, Carl J. Shapiro Institute for Education and Research
    Beth Israel Deaconess Medical Center

    Anjala Tess, MD
    Rabkin Fellow in Medical Education
    Associate Professor of Medicine
    Harvard Medical School
    Associate Chair for Education and Director of QI and Safety for GME
    Beth Israel Deaconess Medical Center

  • Admissions

    Training to Teachers Program
    Global and Continuing Education
    Harvard Medical School
    4 Blackfan Circle, 4th Floor
    Boston, MA 02115



    Registration Information

    The Mongolian National University of Medical Sciences (MNUMS) and the Mongolian Health Initiative (MHI) are dedicated to making high-quality training available for Mongolian medical educators. MNUMS and MHI have secured scholarship funding for a limited number of students to enroll in the Training to Teachers program organized by Harvard Medical School. Suitable applicants will be identified by MNUMS and MHI and invited to register for the program. Registrants will then be reviewed by Harvard Medical School for acceptance.

    If you are interested in the program, or have questions, please email and reference “Mongolia 2019/2020” in the subject line.