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Testimonials |
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“This program has totally changed the way I feel about teaching. Reflecting on my own learning history and how it affects my teaching gave me insight on my learning/teaching patterns. Courses on adult learning, groups & teams and leadership were phenomenal. My approach of teaching has changed from “filling the vessel” to “let the garden grows”. Designing and implementing learning events have become fun activities and reflecting on feedback from learners is powerful. Thank you for this wonderful opportunity!” - Sonika Pandey, MD: Cohort 9 “Every Wednesday I dreaded missing an afternoon of my usual work. And every Wednesday night I was so glad that I had.” - Rob Cornfeld, MD: Cohort 9 “This program transformed my approach to medical education and I wish I took it 10 years ago. As a fellowship director and busy clinician, I am grateful for the tools and knowledge that make my teaching more effective.” - Karen Blackstone, MD: Cohort 9 “I am not here to fill the vessel. I am here to facilitate learning.” - Elizabeth Marshall, MD, MPH: Cohort 9 "MTLDP has transformed my understanding of what is necessary to be an effective educator. MTLDP gives you tools that can be applied in the classroom, clinic, or wards immediately that are learner-centered." On teaching: "I can't imagine my career now without my MTLDP experience. Every doctor should go through this. It's everything you should've learned at some point in your career, all in one curriculum." "The cohort experience has been one that I will value in my future professional endeavors. The level of intellectual discourse was invaluable. It provided structure for designing educational events with ease and was a transformational experience!" "The MTLDP was a wonderful opportunity to take time to learn and reflect. Generally, I am too wrapped up in every day duties/worries/responsibilities to do this. I really enjoyed being in a cohort of smart, engaged peers and colleagues with whom to share the learning process. I looked forward to every Wednesday." “This year long experience has truly been transformational for me as a leader and a teacher. I wish I had taken this series of courses years earlier! What I learned the most from beginning to end was how to incorporate reflective practice into a very intense workplace environment.” “This program has provided me with tools and resources to excel as an educator, navigate organizational culture more effectively, and improve my scholarship perspective and approach. It has applied in all aspects of my professional roles.” “I began this program as a novice teacher, teaching based on my learning style and becoming frustrated when students did not progress in a tangible way. After the first course at the Master Teacher Program, I was able to further develop my teaching skills to teach to the diverse learning styles that exist. With each course, I developed further as a teacher, as a scholar, and as a leader.” “Adult Learning made me stop and reflect upon my teaching over the years. It made me question how I conducted learning events (formerly known as lectures).” “Adult Learning is not ‘CME’s’. It is a total approach to a new way of relation knowledge, teachers, and learners. It is one way that those of us in teaching leadership can appeal to the new generations of learners and perhaps have a significant impact on them.” “The Master Teacher Leadership Development Program far exceeded my expectations. It is a unique program that enhances learning by providing the opportunity for nurses, physicians, pharmacists, physical therapists, and all health care professionals to learn together.” “I can’t think of another time when I would be asked to spend five hours a week with smart, curious people from varying disciplines and discuss topics that I would never, in my usual schedule, think I have time to learn about. The time spent learning from the other students in my cohort was a luxury not often found in most of my colleagues’ professional lives. The program opened my eyes to learning about topics that actually do affect everything I do from adult education to EBM to facilitating small groups to leadership principles – but instead of discussing those topics only in the context of my daily responsibilities of teaching and seeing patients, I was able to read about theories that inform those topic areas, question those theories individually and in a group setting, and then try to apply them in all the practical assignments we were asked to do in each course.” “The Master Teacher Leadership Development program not only changed how I approach teaching medical and allied health students but, more importantly, changed me. It is true that I learned how to practice adult learning techniques, how to incorporate evidence-based medicine in a basic science course, and how to be a more effective facilitator in team or group activities. More significantly and personally, however, the program gave me confidence in my teaching and leadership skills, not confidence to the point of hubris, but confidence that I can be a more positive team member with my colleagues and a better teacher for all my students.” “As the sole nurse in Cohort 6 of the MTLDP, I feel that my learning experience and professional practice was positively influenced through interactions with my physician and professor peers. I was able to relate to their challenges in engaging in meaningful, interactive discussion and educating in patient care situations or in the classroom. Together we worked on how to implement that in our respective professions. The experience has given me the tools and theories to better understand adult education and leadership. My hope is that I am a more effective nurse educator and leader to my nursing peers and that I will continue to utilize the network of MTLDP peers to continuously improve and grow.” “My MTLDP experience helped me truly understand that learning is the shared, dynamic responsibility of an individual posing a question and the responder. I learned that superb teachers offer guidance but not necessarily answers to challenging questions and dilemmas.” “The Master Teacher program helped me understand exactly what worked and what hadn’t worked about my own teaching. It gave me both motivation and tools to transform my teaching.” “The MTLDP has already taken my career in
a new direction and has offered me the tools needed to
successfully become a leader in medical education. I feel
empowered as an educator, as an innovator and as a leader.” “The Program provides the theoretical
foundation and the practical framework to significantly improve
your effectiveness as a teacher and educational leader.” “I applied the knowledge gained from
every
class to my team at work and saw amazing turnaround in all
aspects: motivation, learning, team interactions, job
competency, and personal fulfillment and growth.” “The Master Teacher Leadership Development Program has helped me learn to better identify
with adult learners, specifically residents in my Emergency Medicine Residency Program. By understanding
that each resident has a unique learning style and need for autonomy, I have improved both my
clinical teaching skills and curriculum design of our formal educational sessions. In addition
to teaching each one of my residents to become the best physician they can be, I hope to be able
to help other faculty develop this understanding in the future. This ‘passing on’ of
skills will only perpetuate the tradition of excellence here at GW.” “The Master Teacher Program provided me with the opportunity to just focus on education
for a few hours a week. It opened up a new world of education to me and challenged and inevitably
changed my approach toward teaching and learning.
I have been able to apply my learning in my daily work with students, other health professionals
and other settings away from the Medical Center. I gained skills in using facilitation, feedback, reflection,
qualitative research and curriculum design. I created projects in the Program that I have instituted
into my teaching. For example, my Evidenced-based medicine project is the basis for our physician assistant
student EBM course. But the greatest thing about the Master Teacher experience was the synergy of collaborative
learning from and along with my classmates who are a group of bright health professionals. It was a
powerful example of how to learn.” “The Program was a breath of fresh air for physicians immersed in the process of training
new initiates in medicine, from medical students to residents to fellows. We were all self-taught
in the art of education, and it was an eye-opening experience to really study about the philosophies,
substance and style of education and then to apply that to our medical training. It was a maturing
experience, both professionally and personally.” “The Program allowed me to find my niche academically. During the classroom year, I was
able to thread a common theme for nearly all of the assignments culminating in a workshop given
at the 2006 Pediatric Academic Societies’ Annual Meeting, and, hopefully, to be given again
in other venues. The knowledge and skills acquired through the program allowed me to develop a
child abuse curriculum for medical students, residents and fellows rotating with our team, resulting
in increased requests by other departments to have residents rotate with us. The coursework also
equipped me with some of the leadership skills needed to take on the role of medical director
of the Child & Adolescent Protection Center.” “The Program was transformational in the way I currently approach teaching. It altered
the way I teach with individuals and small groups as well as with large groups. The emphasis on
self-learning, questioning rather than simply delivering information, was most useful.” |
The George Washington University School of Medicine and Health Sciences
Ross Hall, Suite 713 West
Washington, DC 20037
Phone: 202-994-2987
E-mail: msdych@gwumc.edu
