A hands-on comparative physiology-based faculty development program aimed to equip clinician educators with the confidence and ability to integrate physiology and mechanistic thinking into their daily clinical teaching and medical decision making. Participants will conduct actual comparative physiology experiments using aquatic species, designed to enhance understanding of basic physiologic principles in humans. They will use this experience as a springboard for developing their own physiology teaching scripts, with the goal of leaving the course with renewed confidence in, and tangible products for, incorporating pathophysiology into teaching on the wards.
Teaching Hospitalists and General Internal Medicine Inpatient Educators
Faculty development will be integrated throughout the course in order to enhance participants’ ability to translate new knowledge into effective teaching.
- Daniel Ricotta, M.D.Hospitalist Physician, Department of Medicine, Beth Israel Deaconess Medical Center; Instructor in Medicine, Harvard Medical SchoolBeth Israel Deaconess Medical Center, Harvard Medical School
- Stephanie A. Call, M.D., M.S.P.H.Associate Chair for Education, Program Director; Professor of MedicineDivision of General Medicine, Virginia Commonwealth University
- Shoshana J. Herzig, M.D., M.P.H.Director of Hospital Medicine Research, Hospitalist Physician; Assistant Professor of Medicine, Harvard Medical SchoolDepartment of Medicine, Beth Israel Deaconess Medical Center
- Mark Zeidel, M.D.Herman Ludwig Blumgart Professor of MedicineBeth Israel Deaconess Medical Center
Beth Israel Deaconess Medical Center, Shapiro Institute for Education and Research
- To inspire clinician educators to teach physiology on the wards and incorporate mechanistic thinking into their clinical decision making.
- To give clinician educators the time and the space to re-familiarize themselves with basic concepts of physiology applicable to the internal medicine wards using hands on comparative physiology experiments.
- To give clinician educators durable tools and resources so that they are able to locate and review the physiology and mechanisms of disease processes in their ongoing clinical and teaching roles.
|Day 1||Sample Schedule Subject to Change|
|4:00 – 6:00p||Arrival and housing check-in|
|6:00 – 7:00p||Dinner|
|7:00 – 8:00p||Keynote Address –|
|8:00 – 9:00p||Orientation|
|Morning||Hands on Physiology Experiments – Module 1|
|Afternoon||Physiology review sessions and session with Master Clinician|
|Morning||Small group teaching preparation, experiment and teaching presentations|
|Afternoon||Session with Master Clinician then outdoor activity|
|Morning||Hands on Physiology Experiments – Module 2|
|Afternoon||Presentation preparation, interactive teaching activity, faculty development didactic|
|Evening||Dinner and physiology review session|
|Morning||Small group teaching preparation, experiment and interactive teaching activity|
|Afternoon||Finish interactive teaching activity then outdoor activity|
|Morning||Interactive teaching activity|
|Late morning||Clinical application activities; Physiology resources|