Teaching Opportunities

Medical Education

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The Pathways program at Harvard Medical School offers a variety of teaching opportunities for qualified faculty members in the preclerkship curriculum. To meet eligibility requirements for teaching in required HMS courses, individuals must have a Harvard faculty appointment at the level of Lecturer or above, or be a qualified trainee (clinical or research fellow) approved by a faculty course director. Policy information about faculty appointments can be found on the Faculty Affairs website.

Teaching roles and responsibilities vary by course. Available opportunities are posted below; please follow the associated link and fill out the form to indicate interest in an opportunity. 

Course: Essentials of the Profession
Available teaching opportunity: Faculty for small group sessions (10-11 students) in social medicine
Description: Much of the social medicine content of Essentials is taught in a seminar format with a faculty member facilitating discussion among a small group of students.  Students have specific preparatory material for each session, and the faculty are provided with a specific teaching plan for what material to cover and emphasize in the 2-hour session.  The students each write two short essays during the course, on which the faculty provide feedback.
Qualifications: Clinical or non-clinical faculty with expertise in any area of medicine or relevant social science (e.g., anthropology, epidemiology, history) who are interested in the interactions between medicine, social structures, and the specific contexts in which patients live, experience disease, and pursue health care.
Expected time commitment: January 2017; eight to ten 2-hour morning sessions over the course of the month.  Occasional faculty meetings during the year to plan and improve the course.

Click here to indicate your interest in this opportunity. You will be redirected to an authenticated site (eCommons credentials required).

Course: Practice of Medicine
Available teaching opportunity: Faculty for the Developing Physician I (tDPI) sessions
Description: The Developing Physician provides a longitudinal forum for students to learn, process and monitor the lifelong integration of personal and professional growth as a physician with sensitive compassionate care. Faculty for tDPI sessions will use tutorial material provided to cover 10 core topic areas. They will facilitate discussion in the core curriculum, but allow for other topics to arise based on student experience. Faculty should offer to meet with students individually as needed in order to assist them with social, emotional or cognitive issues and problems they may face during the Practice of Medicine course and serve to consult with the POM Site Director and Society Director should a situation arise in which a student needs assistance. They should provide mentorship to students and/or the group as requested, and coordinate with curricular activities in other components of the POM.
Expected time commitment: August 2016 through July 2017. Meet once per week from 4-5:30 with a group of 7-14 students and a co-tutor for 11 sessions. Read and review the required 3 reflection papers and provide feedback to the students. Attend faculty development workshops and/or individual meetings with the tDP Site Director, attend and participate in required biannual faculty development meetings/retreats, and participate in personalized faculty enrichment programs. Opportunity to participate in the Professional Development Week when the tDP groups meet.

Click here to indicate your interest in this opportunity. You will be redirected to an authenticated site (eCommons credentials required).

Course: Practice of Medicine
Available teaching opportunity: Faculty for the Foundational Clinical Clerkship (FCC) sessions
Description: The mission of the FCC is to provide an integrated, longitudinal, clinical, primary care experience for students in which to learn foundational skills in communication, physical examination, professionalism and primary care medicine during the first year Practice of Medicine (POM) course. FCC faculty are expected to: introduce students to the practice, the office staff, systems, EMR, policies and procedures at the start of year; use curricular materials provided to guide instruction for each session promoting integration with the rest of the Year 1 curriculum; observe students developing skills in history taking and physical examination and provide feedback; read student write-ups, portfolio entries, patient logs and assignments per course requirements and provide verbal and written feedback to students; submit all student evaluations to course directors with sufficient detail and on-time; assist students in achieving meaningful clinical relationships by providing opportunities for longitudinal clinical experiences; meet with each student individually at least twice to provide formative feedback; participate in POM student assessment activities; provide mentorship and educational advising as appropriate; and reduce clinical volume by approximately 30% to allow sufficient time for teaching that includes a 15 minute “huddle” at the start and a 30 minute “wrap up” at the end of each session.
Expected time commitment: September 2016 through July 2017. Precept 4 students (2 students every other week, each pair for 16 sessions, 32 sessions total) on Wednesday mornings from 8AM-noon for the duration of the POM FCC (32 sessions total). Attend and participate in required quarterly faculty development meetings, participate in personalized faculty enrichment programs to provide and receive feedback on teaching skills, participate in and/or respond to faculty development materials distributed electronically, attend Annual Faculty Retreat, and participate in activities to refine/revise course materials and structure.

Click here to indicate your interest in this opportunity. You will be redirected to an authenticated site (eCommons credentials required).

Course: Practice of Medicine
Available teaching opportunity: Interviewing and Communications Skills (ICS) sessions
Description: The mission of ICS is to introduce students to two basic components of clinical medicine: the content of the medical interview and the format in which to present that content to others, and the communication skills necessary to obtain that data and to create an effective, supportive patient-doctor relationship. The basic teaching unit in ICS is the Precepting Trio, consisting of one faculty member working with two students. Precepting Trios are then combined into Tutorial Groups, consisting of three or four faculty members with six or eight students.
Sessions generally consist of varying combinations of discussion (Tutorial Group), role-play exercises (Tutorial Groups or Preceptor Trios), and observing student interviews and giving immediate feedback (Preceptor Trios). Additional responsibilities include reviewing curricular materials assigned to the students, reading and giving feedback on preceptees’ interview write-ups, and preparing written evaluations of preceptees’ performance.
Expected time commitment: August 2016 through March 2017. ICS meets on alternate Wednesday mornings, 8 – 11 AM, August 10 – December 7 and January 25 – March 1. ICS faculty are also expected to participate in two required faculty development meetings, participate in and/or respond to faculty development materials distributed electronically, attend the Annual POM Faculty Retreat, and participate in activities to refine/revise course materials and structure.

Click here to indicate your interest in this opportunity. You will be redirected to an authenticated site (eCommons credentials required).

Course: Practice of Medicine
Available teaching opportunity: Physical Diagnosis and Reasoning (PDR) sessions
Description: The PDR component of the Practice of Medicine Course will provide students with an opportunity to learn and practice clinical skills on each other, standardized and hospitalized patients with direct observation and guidance by an experienced clinician (PDR preceptor). These sessions will focus on developing history taking, physical examination, oral presentation/write ups and clinical reasoning skills. Each PDR preceptor will be working with two first-year students at the preceptor’s HMS affiliated hospital on the scheduled Wednesday afternoons for a total of 11 sessions throughout the course/year. As a preceptor, you will observe each student obtain a history and physical exam on an inpatient and listen to the student give a brief oral presentation. The preceptor will give feedback to both students on their bedside communication and exam skills, as well as their presentation and clinical reasoning.  Students will then submit case write-ups to the PDR preceptor for additional feedback and critique of their clinical thinking.
Qualifications: Preceptors should be skillful clinicians, comfortable with the medical interview and complete basic physical exam and its components. These preceptors should also be able and eager to refine students’ clinical reasoning and presentation skills. Preceptors should have Harvard Medical School faculty appointment at the level of Instructor or above, and be on staff with clinical privileges at their HMS affiliated hospital.
Expected time commitment: August 2016-July 2017. Approximately once monthly for 7 months and then twice monthly for 2 months, for 11 sessions total, on Wednesday afternoons from 1-3:45PM. Additionally, faculty are expected to participate in quarterly required faculty development meetings during the course; participate in personalized faculty enrichment programs and those that are distributed electronically to provide and receive feedback on teaching skills; and participate in activities to refine/revise course materials and structure.

Click here to indicate your interest in this opportunity. You will be redirected to an authenticated site (eCommons credentials required).

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