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Harvard Medical School (HMS)

Schwartzstein Clip 6

Medium close up of graduate students gathered around a fake patient. One student with a mircrophone speaking to the patient.

Topics Covered

Questioning, listening and responding; Sharing expertise; responding to students; leading discussion; questioning

  • Instructor: Richard Schwartzstein, Ellen and Melvin Gordon Professor of Medicine and Medical Education
  • Student Group: Graduate
  • School: Harvard Medical School
  • Course: Homeostasis 1
  • Clip Length: 3 minutes, 4 seconds (1:03:19-1:06:23)

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Schwartzstein Clip 5

Medium close up of graduate students gathered around a fake patient. One student with a mircrophone speaking to the patient.

Topics Covered

Offering feedback ; Building community; documenting growth; specific praise

  • Instructor: Richard Schwartzstein, Ellen and Melvin Gordon Professor of Medicine and Medical Education
  • Student Group: Graduate
  • School: Harvard Medical School
  • Course: Homeostasis 1
  • Clip Length: 2 minutes, 9 seconds (1:01:08-1:03:17)

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Schwartzstein Clip 4

Medium close up of graduate students gathered around a fake patient. One student with a mircrophone speaking to the patient.

Topics Covered

Questioning, listening and responding; Sharing expertise; responding to students

  • Instructor: Richard Schwartzstein, Ellen and Melvin Gordon Professor of Medicine and Medical Education
  • Student Group: Graduate
  • School: Harvard Medical School
  • Course: Homeostasis 1
  • Clip Length: 1 minute, 24 seconds (52:06-53:30)

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Schwartzstein Clip 3

Medium close up of graduate students gathered around a fake patient. One student with a mircrophone speaking to the patient.

Topics Covered

Questioning, listening and responding; Sharing expertise; responding to students; offering explanation; pushing students’ thinking; metacognition

  • Instructor: Richard Schwartzstein, Ellen and Melvin Gordon Professor of Medicine and Medical Education
  • Student Group: Graduate
  • School: Harvard Medical School
  • Course: Homeostasis 1
  • Clip Length: 4 minutes, 1 second (34:39-38:40)

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Cockrill Clip 6

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.

Topics Covered

Peer learning; team-based learning; small group conversations; addressing misconceptions; shared notes and annotations; sharing out after small group conversations

  • Instructor: Barbara Cockrill, Harold Amos Academy Associate Professor of Medicine
  • Student Group: Graduate
  • School: Harvard Medical School
  • Course: Homeostasis I
  • Clip Length: 5 minutes, 12 seconds

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Cockrill Clip 5

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.

Topics Covered

Using humor; Questioning, listening and responding; Sharing expertise; Case teaching; providing personal experience from the field; creating flexibility for discussion; productive sidetracks; channeling expertise in the classroom; shared note taking; knowing your students

  • Instructor: Barbara Cockrill, Harold Amos Academy Associate Professor of Medicine
  • Student Group: Graduate
  • School: Harvard Medical School
  • Course: Homeostasis I
  • Clip Length: 3 minutes, 38 seconds

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Cockrill Clip 4

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.

Topics Covered

Questioning, listening and responding; Offering feedback; responding to student questions; validating student ideas; connecting student questions

  • Instructor: Barbara Cockrill, Harold Amos Academy Associate Professor of Medicine
  • Student Group: Graduate
  • School: Harvard Medical School
  • Course: Homeostasis I
  • Clip Length: 48 seconds

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Schwartzstein Clip 2

Medium close up of graduate students gathered around a fake patient. One student with a mircrophone speaking to the patient.

Topics Covered

Offering feedback; debriefing the simulation; specific praise; responding to students; attending to affective elements

  • Instructor: Richard Schwartzstein, Ellen and Melvin Gordon Professor of Medicine and Medical Education
  • Student Group: Graduate
  • School: Harvard Medical School
  • Course: Homeostasis 1
  • Clip Length: 4 minutes, 29 seconds (24:19-28:48)

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Cockrill Clip 3

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.

Topics Covered

Questioning, listening and responding; sharing the cognitive load; co-teaching; responding to student questions

  • Instructor: Barbara Cockrill, Harold Amos Academy Associate Professor of Medicine
  • Student Group: Graduate
  • School: Harvard Medical School
  • Course: Homeostasis I
  • Clip Length: 1 minute, 59 seconds

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Cockrill Clip 2

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.

Topics Covered

Questioning, listening and responding; Making thinking visible; responding to students; note-taking; co-teaching

  • Instructor: Barbara Cockrill, Harold Amos Academy Associate Professor of Medicine
  • Student Group: Graduate
  • School: Harvard Medical School
  • Course: Homeostasis I
  • Clip Length: 2 minutes, 54 seconds

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Cockrill Clip 1

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.

Topics Covered

Opening class; transparency about the session plan

  • Instructor: Barbara Cockrill, Harold Amos Academy Associate Professor of Medicine
  • Student Group: Graduate
  • School: Harvard Medical School
  • Course: Homeostasis I
  • Clip Length: 57 seconds

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Schwartzstein Clip 1

Medium close up of graduate students gathered around a fake patient. One student with a mircrophone speaking to the patient.

Topics Covered

Peer learning; Case teaching; setting up the simulation; working in teams; creating urgency; time management; instructor’s role in simulations

  • Instructor: Richard Schwartzstein, Ellen and Melvin Gordon Professor of Medicine and Medical Education
  • Student Group: Graduate
  • School: Harvard Medical School
  • Course: Homeostasis 1
  • Clip Length: 4 minutes, 5 seconds (1:02-5:07)

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Asking and Answering Questions to Deepen Student Understanding

Simply because one student has offered a correct answer does not mean other students are on the same page. In this video, Richard Schwartzstein discusses how he responds to student questions and responses in a way that invites the whole class into the conversation. “Tell me more about that,” is one of his go-to responses to gently probe students’ understanding and demystify their thought process for other learners in the room. “If they tell me the right answer, I don’t always validate it,” Schwartzstein explains, “because I’ll still turn to someone else and say...

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Debriefing the Emotional Experience of the Simulation

When the simulation has formally ended, this does not mean the learning is over. Debriefing the simulation experience with students is a critical component of achieving instructors’ learning objectives. More intense than a paper case, role plays and simulations also stir emotions and raise stress levels among participants. Given this, taking time to debrief the anxieties and emotions simulations raise is imperative. In this video, Richard Schwartzstein, Jeffrey William, and Homeostasis I students discuss the importance of acknowledging the emotional component of the...

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Defining Strategic Roles for Simulation Facilitators

As an expert in one’s field, it can be challenging for instructors to move to the periphery of the classroom and let students take the lead. Not doing so, however, can impede students’ problem-solving and critical thinking skills. Fortunately, acting as a facilitator in simulations does not necessarily mean instructors stand idly by. In this video, Jeffrey William discusses how instructors in Homeostasis I find ways to guide students’ thinking without overpowering them by posing questions, issuing subtle hints, and purposefully walking away. Considering the role of...

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