Spring 2022 Faculty Development Day

DateMay 4, 2022 12:00pm -
May 25, 2022 1:00pm

Teaching and Learning at the MGH IHP, Spring 2022

Full Schedule


- Wednesday, May 4 -


2021 Watts Award Talk: Moral Courage in Health Professions Education: A Reflective Journey
Kaveri Roy, Distinguished Teaching Assistant Professor



- Monday, May 9 -


Navigating the JEDI Journey: Candid Conversations about IHP JEDI Process So Far
Callie Watkins Liu (Director of JEDI Curriculum, Pedagogy, and Faculty Support)  and the JEDI Curriculum and Pedagogy Community of Practice

This session is the first in a two-part conversation about JEDI curriculum and pedagogy at the IHP. Session 1 will be a candid conversation from members of the JEDI Curriculum, and Pedagogy Community of Practice, that focuses on the pain points in their JEDI journeys, what was sparked by those pain points, pivotal aspects of the process, and questions of accountability. Using the Brave Spaces model, this will be an opportunity to practice engaging in vulnerable conversation as a faculty community. This session will allow you to reflect on IHP wide processes and make connections to your own JEDI roles within the IHP community. Participants will be provided with tools and resources to aid in their own reflection.


- Monday, May 16 -


Advancing the JEDI Mission: Candid Conversations about Where We Go from Here
Callie Watkins Liu (Director of JEDI Curriculum, Pedagogy, and Faculty Support) and the JEDI Curriculum and Pedagogy Community of Practice

This is the second of the two-part conversation about JEDI curriculum and pedagogy at the IHP. Session 2 builds on the foundation from session 1 to discuss what JEDI work has been done so far, continued areas of growth, and strategic action steps moving forward. In this session, CoP members will share specific initiatives that they are working on and an understanding of their continued growth and accountability processes.  Please come with your thoughts and reflections from session 1 or simply come as you are and ready to reflect and process. Participants will be provided with tools and resources to aid in their own reflection. 


- Wednesday, May 18 -


Team-Based Learning for the Health Professions Educator
Josh Merson (Associate Chair and Assistant Professor, Physician Assistant Studies)
Meghan Clapp (Instructor, Physician Assistant Studies)

Healthcare education has embraced active learning theory for some time. One of the more recent developments in this area has been the use of Team-Based Learning (TBL) as a primary or adjunctive means of instruction. Both novice and experienced educators have varying degrees of experience with active learning theory.  The introduction of such active learning pedagogy into the classroom is both beneficial and demanding. Studies have supported that Team-Based Learning can be an important modality in instruction and allows for the delivery of as much or more instruction than in traditional lecture-based instruction-with better retention and student satisfaction. Changing established delivery methods represents significant effort, but potentially impacts student outcomes for the better in significant ways. This workshop proposes to help the attendee accomplish the following:

  • Identify the essential elements of team-based learning (TBL).
  • Identify tools used in TBL to create an active learning environment.
  • Participate in a TBL session.
  • Discuss benefits and challenges of TBL in healthcare education.
  • Develop a TBL application activity.


- Wednesday, May 25 -


Debriefing in the Simulated and Clinical Environments: The What, Why and How's. (WATCH)
Dr. Andrew Eyre and Dr. Jamie Robertson (Brigham and Women’s Hospital)

In this session Dr. Jamie Robertson and Dr. Andrew Eyre will introduce and discuss best practices for debriefing after simulated educational experiences, including how to create a psychologically safe learning environment, some flexible scripts and frameworks, and some key educational theories that support the value of debriefing. Next, they will discuss how these same debriefing skills can be applied in the clinical setting. The program will finish with an interactive question and answer session where participants are encouraged to share their debriefing questions, challenges, and successes.

Dr. Andrew Eyre currently serves as the Medical Director for the STRATUS Center for Medical Simulation at Brigham and Women’s Hospital in Boston, Massachusetts where he is also a practicing emergency medicine. He attended medical school at the University of Vermont College of Medicine where he developed interests in simulation and medical education. After completing residency at the Harvard Affiliated Emergency Medicine Residency (HAEMR) based out of Brigham and Women's Hospital and The Massachusetts General Hospital, Dr. Eyre completed a fellowship in medical simulation at STRATUS/Brigham and Women’s Hospital and earned a master's degree in health professions education from the MGH Institute for Health Professions. Throughout his career, Dr. Eyre has held a variety of leadership roles in medical education at both Harvard Medical School and Brigham and Women’s Hospital, including serving as the Assistant Program Director for HAEMR. In addition to medical simulation, Dr. Eyre’s academic interests include international medical education, curriculum design, and procedure education.