Teaching & Mentoring Opportunities
The Pathways MD track 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.
Course: Homeostasis II
Homeostasis II is currently looking for a new Core Faculty member with a passion for the physiology of the GI tract. Homeostasis II is a required, ten-week longitudinal course for all HMS students in the Pathways curriculum and is a combined course taught with renal and endocrinology. The majority of GI content is on Thursdays from 8-12:30, and most Friday mornings from the week of April 22 to the end of June.
Core Faculty should have an interest in education, a passion for the GI tract and a willingness to work in the flipped classroom. Contact Melanie Hoenig for more information
Course: Practice of Medicine
The Practice of Medicine (POM) course teaches the fundamentals of patient-doctor communication, the physical exam, the dynamics of working in clinical teams and systems, clinical reasoning, and the process of developing a differential diagnosis to 1st year HMS students. It is a required course for all HMS students and runs on Wednesdays from September through July. There are 4 components to the POM course and the different components and the opportunities to teach in each are outlined below.
Indicate interest in one or more of these opportunities by clicking here. You will be redirected to an authenticated site (eCommons credentials required). Anyone with an HMS appointment interesting in medical or clinical education (including residents and fellows) can teach in the POM course.
ICS (Interviewing and Communications Skills)
ICS is the interviewing and communication component of POM. It is taught from September through early May on Wednesday mornings from 8-11 am. Each faculty member works with two students (precepting trio). Each precepting trio is combined into Tutorial Groups, consisting of three or four faculty members with six or eight students.
In a typical session, students will meet in the tutorial groups from 8-9 am to discuss the readings for the session. From 9-11 am, the precepting trios will break off and go to different medicine units (usually inpatient) where students will be observed by preceptors practicing their interviewing and communication skills. Preceptors provide feedback to students and review their write-ups during the following week.
In addition, prior to each session, preceptors will receive an email with a session plan and student reading assignments. There are also video-recorded interviews that take place at HMS during the course. Preceptors observe students interviewing a simulated patient and give them feedback on their performance.
FCC (Foundational Continuity Clinic)
FCC is the longitudinal, clinical outpatient primary care component of the POM course. This component of the course focuses on communication, physical examination, professionalism and primary care medicine. Preceptors for this component of the course must be primary care physicians. FCC runs from September through mid-June on Wednesday mornings from 8 am-12 pm. Preceptors can choose to precept two students every other Wednesday OR precept every Wednesday by taking two groups (four students total), two students every other Wednesday. Preceptors will be provided with weekly curricular materials to prepare for student sessions. Preceptors will observe students in their clinics and provide feedback on clinical skills, read student write-ups, portfolio entries, patient logs and assignments per course requirements and provide verbal and written feedback to students.
PDR (Physical Diagnosis and Reasoning)
PDR is the inpatient clinical skills component of the POM course. It is taught from November through June on Wednesday afternoons (approximately 1x/month for 7 months and then 2x/month for 2 months, for 11 sessions total) from 1-3:45 pm on inpatient medicine floors. The PDR preceptor will be working with two students and 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 students on their bedside communication and exam skills, as well as their presentation and clinical reasoning. Students submit case write-ups to the PDR preceptor for additional feedback and critique of their clinical thinking. 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.
tDP (The Developing Physician)
The Developing Physician (tDP) component of POM 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. tDP meets approximately 1x/month from September through June on Wednesday afternoons from 4-5:30 pm. Preceptors co-tutor with a group of 7-14 students for a total of 11 sessions during the duration of the POM. Preceptors facilitate discussion amongst students that incorporates a core curriculum (reflection, professionalism, compassion and empathy, etc.) but also allows for topics to arise based on student experience. Preceptors utilize tutorial material as a guide for readings and discussion. This is a non-evaluative component of POM.
Two opportunities currently available:
1. ME518 Course Director at Harvard Medical School
For nearly 50 years, the Harvard Medical School Language Program has been a vibrant part of the HMS student experience. More than one thousand students have taken a language course and participated in clinical electives abroad. The HMS Language Program is seeking a course director for two courses: ME518M.41A, a 4-week intensive Spanish immersion course, in which HMS students gain language skills to function in clinical encounters; and ME518M.41, “Clinical electives in Latin America,” where HMS students spend 4 to 8 weeks overseas at preselected sites to obtain clinical training in another country and use Spanish in the clinical setting. Every year, approximately 25 students participate in the Spanish language course (ME518M.41A) and 75 foreign and HMS students participate in the clinical rotation exchange elective (ME518M.41). Students taking ME518M.41A and other fluent students may participate in the ME518M.41.
For ME518M.41A, the course director will be responsible for organizing, adapting, and implementing the existing curriculum during the 4-week language course and will conduct the summative student evaluations at the end of the course. HMS contracts with language instructors from Costa Rica who teach the entire 4-week course in person. The course director will be the main contact person for the language instructors.
For ME518M.41, the course director will serve as a liaison in maintaining and exploring new relationships with medical schools in Latin America with whom HMS has a clinical elective exchange rotation. To this end, the course director will participate in one or two funded trips to clinical sites in Latin America during the year.
The ME518 course director will report directly to the Faculty Director of the HMS Language Program for ME518M.41A and the Chair of the HMS Faculty Advisory Committee on Global Health for ME518M.41. The expected time spent on this position is approximately 2 hours per week on average with the majority of the time occurring in the Summer-Fall. The amount of time spent on this position will count toward the 50 hour total annual teaching requirement for all HMS faculty.
- Professional Spanish fluency
- Faculty appointment at HMS
- Clinical background, MD required
- Availability to oversee the course in September elective month (course date is subject to change)
- Teaching experience
Teaching stipend and support:
- The course director will receive a teaching stipend of $2500 and a travel allowance to visit partners in Latin America.
- Daily classes for ME518M.41A will be taught by professional Spanish instructors from Costa Rica.
- One-on-one tutors are available to teach students throughout the ME518M.41A course.
- The Scholars in Medicine Office at HMS will provide administrative support and curricular guidance.
To apply for the position, please submit your cover letter, CV or resume, and 2 references to the Scholars in Medicine Office at HMS: email@example.com. If you have questions, please call 617-432-2750.
OSCE Clinical Skills Assessment
The HMS Program in Medical Education (PME) Committee on Assessment has recommended the creation of Core Faculty for Clinical Skills Assessment (CF-CSA), who will be responsible for directly observing and assessing medical students’ clinical skills during standardized patient (SP)/objective structured clinical examination (OSCE) sessions. Specific skills to be assessed include but are not limited to ability to take a history, perform a physical examination, make diagnostic and treatment decisions, and communicate with a patient.
Congratulations to the 2018-2020 cohort of Core Faculty for Clinical Skills Assessment. We will open the application process again in summer of 2020.<embed>
HMS Academy Fellowship Opportunities
HMS Academy Medical Educational Fellowships provide physician educators with dedicated time over the course of one academic year to increase their knowledge of educational principles, to improve their skills as teachers, and to pursue a scholarly project in medical education.
The HMS Academy Fellowship in Medical Education Research is a two-year program available to Harvard-affiliated fellows and surgical residents who hold an MD or PhD and to current members of the faculty (faculty may opt for participation in one or two years of the program). The focus of the program is to develop core skills in social science research methods as applied to undergraduate, graduate, and continuing education in the health professions.