#  Barbara Cockrill, MD 

 



##  Barbara Cockrill, MD 

**Director of Faculty Development, MD Program**  
**Harold Amos Academy Associate Professor of Medicine**  
**Harvard Medical School**

Barbara Cockrill is a professor of medicine and Director of Faculty Development at Harvard Medical School. A practicing pulmonologist and critical care doctor at Brigham and Women’s Hospital, Cockrill brings a wealth of applied knowledge to her teaching. In her Homeostasis I course, Cockrill designs and facilitates relevant case-based collaborative learning (CBCL) sessions for first-year medical students. Her CBCL classroom pushes student groups to apply their textbook learning to realistic cases and reach new understandings together.



 

 

 

       ![bg](/sites/g/files/omnuum10466/files/styles/hwp_21_9__1920x825/public/instructionalmoves/files/cockrill_v1a.jpg?itok=sTPI7KCZ) 

 

 



 

 



 

  [### Channeling expertise in the room to enhance the case

 ](/channeling-expertise-room-enhance-case) 

   ![Medium close up of 2 students seated at a table in the classroom with tablets, discussing content with other members of the group who are offscreen.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_008.jpg?itok=y0jD2w7C) 

 



 

 

   [### Circulating the room during small group case discussions

 ](/circulating-room-during-small-group-case-discussions) 

   ![Professor Cockrill and another Instructor standing and listening in to small group discussions in the classroom.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_005.jpg?itok=oTIud1aY) 

 



 

 

   [### Designing a Case-Based Collaborative Learning Case

 ](/designing-case-based-collaborative-learning-case) 

   ![Medium close up of four students seated in a classroom, looking at computers and books. Projected on screen behind them is a large XRay image.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_002.jpg?itok=LFCKMHSx) 

 



 

 

   [### Experiencing the case as a student team

 ](/experiencing-case-student-team) 

   ![Wide shot of four graduate students seated at a table facing eachother, 2 with tablets, 2 with computers. Around them the rest of the class is seated in similar formation.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_004.jpg?itok=bpVfrmoI) 

 



 

 

   [### Moving class forward while honoring curiosity spurred by the case

 ](/moving-class-forward-while-honoring-curiosity-spurred-case) 

   ![Close up of a graudate students with a microphone answering a question in class.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_007.jpg?itok=e5oAvJ1K) 

 



 

 

   [### Sharing relevant experiences from the field

 ](/sharing-relevant-experiences-field) 

   ![Medium wide shot of Professor Cockrill explaining something to a seated student.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_006.jpg?itok=aZnQfoFw) 

 



 

 

   [### Structuring the Case Discussion

 ](/structuring-case-discussion) 

   ![Medium shot of Professor Cockrill standing and teaching. Graduate students in the foreground seated with computers.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_003.jpg?itok=QvSbrjIo) 

 



 

 

   [### Using Cases in the Case-Based Collaborative Learning Classroom

 ](/using-cases-case-based-collaborative-learning-classroom) 

   ![Close up of two graduate students in a classroom seated with tablets, one writing, one listening.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_001.jpg?itok=cCglDsdo) 

 



 

 

  

 

 

 

 

## Full Class Session

Watch the full class session featured in this instructor’s move videos to observe and reflect on teaching practices as they unfold. Click below to find a breakdown of all the class activities, with accompanying timestamps and descriptions. The video is also chaptered according to featured instructional moves, allowing you to see how these vignettes fit into the larger context of the session.

[Class Activity Breakdown](/file_url/838)



 



 

 

 



 

 

 

##  Course Documents 

 



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 [### Pulmonary Embolism Student Guide

 ](/resource/3-23-18-studentguidepeminicasedocx) 

 

 insert\_drive\_file 

 [### Pulmonary Embolism Minicases

 ](/resource/3-23-18pulmembolismminicasepptx) 

 

 insert\_drive\_file 

 [### Pulmonary Embolism Student Guide

 ](/resource/homeostasisicoursecalendarpdf)