Mindful Medical Education Online

Catherine Haras; Austin Calhoun; Andrew Pj Olson; Mark Rosenberg

doi:10.1007/s40670-021-01253-7

Mindful Medical Education Online

Catherine Haras, Austin Calhoun, Andrew Pj Olson, Mark Rosenberg

Research output: Contribution to journal › Article › peer-review

10 Scopus citations

Abstract

The COVID-19 pandemic disrupted medical education. In-person classes and clinical rotations were urgently canceled, followed by a historic and unprecedented migration to online teaching. Most medical school courses were not designed to be fully online, and faculty and students are novices in the process. The purpose of this article is to provide recommendations for educators to optimize their approach to online curricular transformation. Mindful teaching online creates presences that set climate and support discourse, establish routines that build practice, model professional expectations, and challenge but support learners.

Original language	English (US)
Pages (from-to)	863-872
Number of pages	10
Journal	Medical Science Educator
Volume	31
Issue number	2
DOIs	https://doi.org/10.1007/s40670-021-01253-7
State	Published - Apr 2021

Bibliographical note

Funding Information:
Andrew Olson receives grant funding from the Gordon and Betty Moore Foundation to study clinical reasoning and diagnostic excellence; and the Alliance for Academic Internal Medicine for a Clinical Reasoning Faculty Development Academy.

Publisher Copyright:
© 2021, International Association of Medical Science Educators.

Keywords

Community of inquiry
Learning
Medicine
Online
Teaching
Teaching presence

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Mindful Medical Education Online

Abstract

Bibliographical note

Keywords

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