- Introduction to Clinical Research Training
- Medical Education
- United Kingdom Clinical Scholars Research Training
- Vanderbilt Hall
- Financial Aid
- Office of the Registrar
- Campus Planning and Facilities
- Ombuds Office
- Committee on Microbiological Safety
- Human Resources
- HMS Foundation Funds
- Office for Academic and Clinical Affairs
- Joint Committee on the Status of Women
- The Academy
- Global Health Research Core
- Global Clinical Scholars Research Training Program
- HMA Standing Committee on Animals
- Office of Research Compliance
- Global & Community Health
- Harvard Medical School Event Calendar
- Contact @HMS
- Office of Diversity RIA Program
- Q&A Archive
- The Dean's Perspective
- Department of Pathology
- HMS NEXT
- Harvard Mahoney Neuroscience Institute
- OHRA Home
- Office of Research Subject Protection
- Tools and Technology
- Alumni Association
- HMS Information Technology
- HMS TransMed Program
- Introduction to the Practice of Medicine
- Office of Communications & External Relations
- Office of Global Education
- test page
- Safety Quality and Informatics Leadership
- Human Resources
- Jobs @ HMS
- Contact us
- Dental Medicine
- Harvard University
Susan Frankl, MD
Lori Newman, EdM
- Wednesday, October 1, 2014- 8:00-9:30AM- TMEC 447
2014-2016 Members: TBA
The primary goals of the HMS Academy’s Interest Group in Peer Observation of Teaching are to develop a culture of teaching improvement across HMS; provide individualized faculty development for those involved in teaching at the UME, GME, and CME levels; and generate a community-wide conversation about best teaching practices.
To assist HMS with its current efforts to cultivate use of interactive teaching strategies that foster active learning and encourage critical thinking and reflection, during AY2014, the Interest Group focused its attention on exploring and gaining a better understanding about the flipped classroom method. While there are many ways to “flip a classroom,” a unifying characteristic of all such classrooms is to direct attention away from the instructor and onto the students and their application of learning. To sample various flipped classroom approaches presently used at HMS, we received permission to observe the Integrated Human Physiology (IHP) course in which faculty deliberately use interactive and flipped classroom techniques during their large group discussions. As a result, the Interest Group (IG) engaged in the following activities:
- 12 interest group members conducted 22 observations of the IHP large group sessions.
- IG members completed a post-observation survey after the IHP sessions. From the results of this survey, 10 structured themes were identified including:
- Learning environment
- Student preparation and readiness
- Sequencing, timing, and flow of class activities
- Instructors’ use of questions and active learning techniques
- Instructors’ promotion of critical thinking
- Student engagement, collaboration, and participation
- Co-teaching techniques and instructional interplay among multiple faculty members
- 10 IG members participated in reviewing and summarizing the comments from the post-observation survey. We then discussed these summaries with the Interest Group and members of the IHP faculty.
Observation of the IHP course allowed the Interest Group members to witness authentic use of flipped classroom techniques and to see how the students interacted with the course instructors and each other in real time. The course director, Dr. Richard Schwartzstein, plans to share the IG findings with those involved faculty development efforts for new the pre-clerkship curriculum.
Using the IHP observations and summaries, in AY 2015, we will plan to devise and pilot test a peer observation of flipped classroom instrument.
If you have any information of current HMS and HMS-Affiliated peer observation faculty teaching activities, please help us gather data by filling out this form:
June 5, 2014 Meeting
January 16, 2014 Meeting
Medical Education Reimagined: A Call to Action.
Just Imagine: New Paradigms for Medical Education.
What’s Different about the Inverted Classroom?
Lecture Halls without Lectures—A Proposal for Medical Education.
- Active learning increases student performance in science, engineering, and mathematics PNAS 2014 ; published ahead of print May 12, 2014, doi:10.1073/pnas.1319030111
- Brinko, Kathleen T. The Practice of Giving Feedback to Improve Teaching: What is Effective? The Journal of Higher Education, Vol. 64, No. 5 (Sep. - Oct., 1993), pp. 574-593.
- De Villiers, Mariet. The Delphi Technique in Health Sciences Education Research. Medical Teacher. 2005. Vol 27;7.
- Finn, Kathleen. How to become a better clinical teacher: A collaborative peer observation process. 2011. Medical Teacher. 2011; 33. Pp.151–155.
- Siddiqui, Zarrin Seema. Twelve tips for peer observation of teaching. 2007. Medical Teacher. 29: Pp. 297–300.
- Small Group Discussion Observation Guide
- Summary of 2010-2011 Activities
Interest Group Resources:
(Please note: In order to view the resources below, you must be logged into eCommons in a separate tab in the same browser window in order to view).
Instructions to view password protected resources:
Press CTRL+T to open a new tab
Log into eCommons in that new tab
Return to the Academy website tab and click on the resource you wish to view
If you are logged in as instructed, the article/ resource will pop up. If you are not logged in as instructed, you will receive an error message.
To create and nurture a diverse community
of the best people committed to leadership in alleviating human suffering caused by disease