Assessing the Impact of Harvard University’s Training to Teach in Medicine Program on Educator Effectiveness and Learner Outcomes

The Training to Teach in Medicine program by Harvard University is a structured faculty development initiative aimed at enhancing the pedagogical skills of medical educators. This study assesses the program’s impact on educator effectiveness and learner outcomes through a mixed-methods design involving self-assessments, peer and learner evaluations, objective learner performance data, and qualitative interviews. Results demonstrate significant improvements in educators’ teaching confidence, use of learner-centered strategies, and ability to provide constructive feedback. Learners reported higher satisfaction and exhibited gains in knowledge retention and clinical skills. Key themes from qualitative data include increased educator confidence, challenges related to time constraints, and recommendations for ongoing support. While findings align with existing literature emphasizing the value of formal faculty development, limitations include sample size and reliance on self-reported data. This study underscores Harvard University’s leadership in advancing medical education pedagogy and provides evidence supporting the scalability of structured training programs to improve medical teaching globally.