Bloom's Taxonomy
Writing Learning Objectives
Anyone struggling to write learning objectives - whether to plan a UME course, to convert GME
milestones into program objectives, or to satisfy CME criteria - may find the framework and
language in "A Model of Learning Objectives" helpful. This model, created by Rex Heer at Iowa
State University, takes the recent revision of Bloom's taxonomy one step further by integrating
classifications of knowledge and cognitive process dimensions. A learning objective states "who
will do how much of what by when." Heer adds that the statement includes a verb (an action verb)
and an object; one should remember, however, that the object can refer to any kind of learning:
knowledge, behavior, skill or attitude.
MD Chalk Talk
Founded by Academy Member Patrick Gordan, MD
MD Chalk Talk (www.mdchalktalk.com) was created by Drs. Jacob Kogan and Patrick Gordan.
MD Chalk Talk aims to have an online space where physicians and physicians in training can
meet and share pithy, interactive, clinically high-yield medical videos. The site has several goals:
1. Effectively convey complex clinical concepts to students through video
2. Eventually having a rating system that the whole website community can use to identify
the best teachers and best videos
3. Communicate educational standards to the community by having a board that accepts or
rejects teaching videos based on standards established by a board of medical educators
"Classrooms" are another useful area on the website where any medical educator can build a
library of chalk talks and talk about them with their residents and trainees. For example, if a topic
comes up on rounds, one can create a chalk talk about it and chat about it next to the video. The
classrooms can be password protected. The following two links are examples of classroom based
videos:
http://www.mdchalktalk.com/patrickgordan/patrickgordan.php
http://www.mdchalktalk.com/jacobkogan/jacobkogan.php#ab1
Who's Who in the Harvard Medical School Academy
Carol Bates, MD
I am Associate Professor of Medicine and Assistant Dean for
Faculty Affairs. I was Primary Care Program Director for 19 years at
BIDMC where I continue to precept residents, to teach women's
health curriculum, and to run a course on Primary Care
Redesign. As former chair of the Education Committee of the
Society of General Internal Medicine, I inaugurated an annual
meeting session on Update in Medical Education which I continue to
present with colleagues and keeps me updated on the year's
literature. In the Office for Faculty Affairs, I am responsible for
promotions to Assistant and Associate Professor and for faculty
development programs including the HMS Leadership Course and
the Shore fellowship program. I serve as co-chair of the mentoring
committee for the Academy.
Scott Beach, MD
I am an Instructor in Psychiatry, dividing my clinical time
between the Acute Psychiatry and Psychiatry
Consultation-Liaison Services at MGH, and performing
research as an HMS Dupont-Warren Fellow and
member of the MGH Cardiac Psychiatry Research
group. I am involved in medical student teaching at
HMS, serving as the co-director of the Introduction to
Psychopathology and Clinical Psychiatry course for the
MGH site, and sitting on the HMS Admissions
Committee. I participate in clinical and didactic
teaching and formal supervision of residents in the
MGH/McLean Psychiatry program and lead clinical
rounds and lectures for the MGH Psychosomatic
Medicine Fellowship. I have a particular interest in the
overlap of psychiatry with medicine and surgery and
in the way in which psychiatric teaching is incorporated
in other disciplines.
Andrew H. Lichtman, MD PhD
I am a Professor of Pathology and at the Brigham and
Women's Hospital and I conduct basic research in the
area of T lymphocyte-mediated immunity and
immunopathology, with a focus on cardiovascular
disease. I have greatly enjoyed participating in medical
education at HMS since 1985, serving as a lecturer,
tutor, lab instructor, course developer, and director of
core curriculum Immunology and General Pathology
courses. Currently I am a Co-Director of the first year
course "Immunology, Microbiology, and Pathology". I
have been a member of several HMS curriculum
development and oversight committees and currently I
co-chair the HMS Subcommittee on Assessment of
Students. I am a coauthor of two immunology textbooks,
and I direct and teach in several post-graduate
immunology courses held in various parts of the world.
Jennifer McSweeney, MD
I am an Instructor of Anesthesiology at Harvard Medical School and a
Staff Cardiac Anesthesiologist at Brigham and Women's Hospital. As
the Director of Medical Student Education in our Department, I
coordinate the 3rd year Anesthesiology clerkship and 4th year
Anesthesiology elective. As Brigham PCE faculty, I particularly enjoy
working with students in the STRATUS simulation lab and engaging
them in real time physiology and pharmacology in the operating room.
Recent projects include implementation of a new anesthesia resident
evaluation and feedback system. Other special interests include
improving the quality and frequency of verbal feedback.
John D. Mitchell, MD
I am an Assistant Professor of Anaesthesia at Harvard Medical School
and Residency Program Director for Anesthesia, Critical Care, and
Pain Medicine at Beth Israel Deaconess Medical Center. While
participating in a Rabkin Fellowship in Medical Education in 20092010, I became interested in education research. I am part of a group
examining mechanisms to enhance feedback for learners and am most
interested in studying feedback pertaining to professionalism and
interpersonal communication. Identifying ways to enhance the
teaching of echocardiography by employing simulators and web-based
teaching modules is another collaboration I am pleased to be involved
in. I am active in simulation, classroom, and operating room based
teaching of students, residents, fellows, and visiting preceptors.
Toni Peters, PhD
I am an associate professor of Population Medicine and
associate director of the Academy Center for Teaching &
Learning. In my latter role, I co-direct the Academy Fellowship
in Medical Education Research; I conduct faculty
development workshops, particularly focused on small group
learning and feedback; I participate on several Academy
interest groups (Peer Observation; Feedback and Evaluation;
Medical Education Research; Cross Cultural Care;
Mentorship; Writing for Scholarship); I plan the annual
symposium on the science of learning; and I consult with
faculty interested in conducting research in medical
education. Although my work is wide ranging, I am particularly
passionate about small group learning, processes of
feedback, and primary care education. I am very pleased to
be collaborating with the Center for Primary Care in their
evaluation of the Academic Innovations Collaborative.
New medical education Pubmed citations from
Academy members
Please note that we are now using an automated search system to identify new pubmed-cited medical
education literature. If we have missed a medical education paper you have published, please let us
know. Also, please let us know if you have published medical education materials on MedEdPortal or other
sites.
Face and construct validation of a virtual peg transfer simulator. Arikatla VS, Sankaranarayanan
G, Ahn W, Chellali A, De S, Caroline GL, Hwabejire J, Demoya M, Schwaitzberg S, Jones DB.
Surg Endosc. 2012 Dec 14. [Epub ahead of print] PMID: 23263645
A multicenter analysis of the ophthalmic knowledge assessment program and American Board of
Ophthalmology written qualifying examination performance. Lee AG, Oetting TA, Blomquist PH,
Bradford G, Culican SM, Kloek C, Krishnan C, Lauer AK, Levi L, Naseri A, Rubin SE, Scott IU,
Tao J, Tuli S, Wright MM, Wudunn D, Zimmerman MB. Ophthalmology. 2012 Oct;119(10):194953. doi: 10.1016/j.ophtha.2012.06.010. Epub 2012 Jul 28. PMID: 22841987
An Agenda for Increasing Grant Funding of Emergency Medicine Education Research. Choo EK,
Fernandez R, Hayden EM, Schneider JI, Clyne B, Ginsburg S, Gruppen LD. Acad Emerg Med.
2012 Dec 16. doi: 10.1111/acem.12041. [Epub ahead of print] PMID: 23252424
Writing for academia: Getting your research into print: AMEE Guide No. 74. Coverdale JH,
Roberts LW, Balon R, Beresin EV. Med Teach. 2012 Dec 11. [Epub ahead of print] PMID:
23228107
Yes, the cross-over design is suitable for evaluation of the effect of an educational intervention.
Dahl FA, Jensen BF, Krupat E, Frankel RM, Gulbrandsen P. Patient Educ Couns. 2012 Dec 3.
doi:pii: S0738-3991(12)00453-3. 10.1016/j.pec.2012.11.005. [Epub ahead of print] No abstract
available. PMID: 23217581
Educating Medical Students in Musculoskeletal Surgery and Medicine-How to Get a Course Up
and Running at Your Institution: AOA Critical Issues. Day CS, Bernstein J, Boyer MI. J Bone Joint
Surg Am. 2012 Dec 5;94(23):e1761-6. doi: 10.2106/JBJS.K.01378. No abstract available. PMID:
23224396
Developing and Assessing Initiatives Designed to Improve Clinical Teaching Performance.
Khandelwal S, Bernard AW, Wald DA, Manthey DE, Fisher J, Ankel F, Williams SR, Szyld D,
Riddle J, Anders Ericsson K. Acad Emerg Med. 2012 Dec 5. doi: 10.1111/acem.12029. [Epub
ahead of print] PMID: 23216823
An online spaced-education game to teach and assess medical students: a multi-institutional
prospective trial. Kerfoot BP, Baker H, Pangaro L, Agarwal K, Taffet G, Mechaber AJ, Armstrong
EG. Acad Med. 2012 Oct;87(10):1443-9. PMID: 22914524
Reflection in a museum setting: the personal responses tour. Gaufberg E, Williams R. J Grad
Med Educ. 2011 Dec;3(4):546-9. doi: 10.4300/JGME-D-11-00036.1. PMID: 23205206
Residency training and international medical graduates: coming to America no more. Traverso G,
McMahon GT. JAMA. 2012 Dec 5;308(21):2193-4. doi: 10.1001/jama.2012.14681. No abstract
available. PMID: 23212494
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Academy Insights are being archived on the Academy website.
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