Medical

Identifying knowledge gaps through illustrations

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Carl Novina, Into PracticeDr. Carl Novina, Associate Professor of Medicine, and his co-instructor Shannon Turley, amended the traditional graduate seminar Critical Reading for Immunology to teach students comprehension and presentation skills essential to a career in biomedical science. To introduce a topic, students read research papers and present a focused background on the field the paper sought to advance. Then, rather than discussing the paper linearly, students select a key figure that best highlighted the main point. Throughout the semester,students revisit central points of papers and diagram them on the white board—“an effective means to help students better process information ... Read more about Identifying knowledge gaps through illustrations

Perspective-taking and humility training with medical case studies

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

ssayeedDr. Sadath Sayeed, Assistant Professor of Global Health and Social Medicine, introduces issues of ethical reasoning in medicine (e.g., confidentiality, professional boundaries, conflicts of interest, informed consent) with hypothetical cases and vignettes.

The benefits: Discussing anonymized cases helps first-year students in “Medical Ethics and Professionalism” (one component of... Read more about Perspective-taking and humility training with medical case studies

Feedback vs. evaluation: Getting past the reluctance to deliver negative feedback

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

When Dr. Keith Baker, Associate Professor of Anaesthesia at Harvard Medical School and Director of the Anesthesia Residency Program at Massachusetts General Hospitalgives medical residents feedback, he emphasizes a “learning orientation” (where the goal is mastery), rather than a “performance orientation” (where the goal is validation of abilities).... Read more about Feedback vs. evaluation: Getting past the reluctance to deliver negative feedback