Kristen Hayward, MD
Clinical Assistant Professor, Medicine
Sharing a deep love of life-long learning is one of the most compelling aspects of my job. My teaching responsibilities include a range of formal didactic education for pre-clinical medical students, clinical precepting of residents and fellows and faculty development. My teaching philosophy is centered on the power of productive struggle and motivational 'I don't know' moments. I strive to meet learners at their current level and use relevant and engaging methods for durable learning. My ultimate goal is to promote master adaptive learning, the ability for each of us to recognize and welcome the limits of our own knowledge as the next frontier for ongoing growth.
Small Group Facilitation
Participants will be able to describe the responsibilities and behaviors of an effective small group facilitator. Facilitation skills that optimize student learning in small groups are covered, and by the end of the session, participants will be able to use teaching approaches that can be used to achieve learning objectives in the classroom or clinical setting.
Designing Active Learning Strategies
In this session, participants will review one approach to designing active learning strategies and examine some real-life examples from the curriculum. The session includes practicing using your course examples!
Just in Time Teaching
Compare and contrast learner-centered approaches to ‘improvisational’ teaching based on setting. Practice specific educational strategies for brief topic 'chalk talks', clinical coaching and leading multi-disciplinary rounds. Participants will identify specific opportunities for personal growth in improvisational teaching.
Art of Feedback
Review of the ADAPT model for feedback in 2 real-life’ scenarios. Elements of effective feedback and discussion of the importance of observation and reflection in feedback.
Clinical Reasoning
Participants will be able to describe ways in which people learn clinical reasoning, and identify common errors in clinical reasoning. During the session, participants practice strategies to help learners recognize and correct errors in clinical reasoning.