Medical Education Student Elective

Students and Faculty in the Classroom

Front row: Gary Leydon, Janet Hafler, John Encandela, Michael Green

Back row: Geoff Connors, Joome Suh, Nkemka Esiobu, Roger Kim, Jacquelyn Hancock, Jessica Wang, Jonathan Lorgunpai, Stephen Holt

The word “doctor” is derived from the Latin docēre, which means “to teach.” Indeed, the role of physicians as care providers is deeply intertwined with their role as teachers - of patients, of students, and of peers. The goal of this rotation is to introduce medical students to their role as teacher before they begin residency and better prepare them for this role. It makes use of didactic lectures, observations, group exercises, and teaching activities with the help of a diverse and talented set of faculty in order to facilitate the development of the knowledge, skills, and attitudes necessary to help our students develop their experience and identity as teachers as they transition from medical school into residency. 

1. To develop specific skills that will allow students to teach more effectively in various clinical and classroom scenarios (work rounds, grand rounds, physical diagnosis rounds, operating room, morning report, noon conference) that they will experience during their residency. 

2. To observe and learn from role models in the field of medical education and describe the characteristics of effective teachers. 

3. To describe the current state of medical education, with a focus on educational theory and evidence derived from the medical education literature. 

4. To explore how students can integrate their roles as clinician and educator regardless of career goals. 

5. To develop the attitudes that place a strong emphasis on the value medical education. 

“The Med Ed Elective performed far above my expectations for the course. I came in with some experience tutoring and left with an understanding of what makes a good teacher, the basics of how to implement a curriculum, and a passionate interest in medical education and potentially a future career as a clinician educator.”

“So I definitely have a long way to go to become a good teacher, but this elective has given me many starting tips on how to engage the audience, think about goals/objectives, keep the learner in mind, etc which I hope I will utilize from now on! The practice we got in a safe environment was very helpful, and I know I just need to keep looking for opportunities to practice to improve.”

  “The opportunities to teach our classmates and receive feedback on how we could improve - it was so valuable to be observed by and receive honest feedback from classmates and faculty members who are invested in helping me become a more effective teacher.”

“Overall, the course was just an absolute pleasure to experience, and I would recommend it to anyone who is even remotely interested in medical education! Thank you very much!!!”

Assessment will be built into the elective through self-reflection and verbal and written feedback from peers and faculty. These will include homework assignments or feedback in group exercises and teaching activities. Students will also be asked to self-assess their previous knowledge of and exposure to each of the topics described in the course. All students will complete a set of objective structured teaching encounters (OSTEs) at the end of the course. They will be directly observed by faculty facilitators. 

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