> About Us > Who We Are > Elizabeth Armstrong
"A doctor is a teacher. Health care professionals educate their patients, students, and colleagues as an integral part of their professional lives, yet education is typically not addressed during any part of their training. My goal is to build a community of medical educators who raise the discourse on teaching to the level of an intellectual activity that is amenable to analysis, reflection and ongoing improvement."
- Director of Education Programs, Partners Harvard Medical International
- Professor, Harvard Medical School
- Director, Harvard-Macy Institute
- Implementing a systems approach to educational planning
- Designing graduate and medical school curricula consistent with principles of adult learning
- Designing and offering professional development programs in medical education and leadership in collaboration with professional schools of business, education and medicine
- Clinical Professor in Pediatrics, Harvard Medical School
- Director of Medical Education, Harvard Medical School
- Director of Curriculum Development, Harvard Medical School
- Course Director, Harvard Medical School
- Editorial Board, Academic Medicine
- China Medical Board, International Institute for Medical Education
- Argentina, Australia, Canada, Croatia, Denmark, Dubai, Germany, India, Japan, Singapore, South Africa, Sweden, United Kingdom
- Cornell University, B.S.
- Harvard University, M.A.T.
- Boston College, Ph.D.
- University of Lund (Sweden), Dr. Med. h.c.
- Thurer R, Aretz HT, Wilkins ML, Younis S, Bishawi AH, Eckhert NL, Armstrong E, Makadon H, Mitchell JD. Facility Design to Support Educational Innovation in a Unique Healthcare Environment. Harvard Medical School Dubai Center Institute for Postgraduate Education and Research and Harvard Medical International.
- Armstrong E, Wagner T. "Secondary Education in the 21st Century: A Discussion Paper Prepared for the Young Arab Leaders." Young Arab Leaders Arab American Action Forum. NYC. September 19, 2006.
- Armstrong E, Barsion SJ. Using an outcomes-logic-model approach to evaluate a faculty development program for medical educators. Academic Medicine. 2006; 81 (5):483-488.
- Gordon JA, Brown DFM, Armstrong E. Can a simulated critical care encounter accelerate basic science learning among preclinical medical students? A pilot study. Simulation in Healthcare. 2006; 1 (Inaugural): 13-17.
- Rider EA, Keefer C, Armstrong E. "Communication Skills Competencies: Definitions and a Teaching Toolbox." 2006 Pediatric Academic Societies' Annual Meeting Poster Presentation. San Francisco, April 29-May 2, 2006.
- Armstrong E, Parsa-Parsi R. How can physicians' learning styles drive educational planning? Academic Medicine. 2005; 80 (7): 680-684
- Lang EV, Sood A, Anderson B, Kettenmann E, Armstrong E. Interpersonal and communication skills for radiology trainees using a rotating peer supervision model (microteaching). Academic Radiology. 2005: 12: 901-908.
- Lang EV, Sood A, Anderson B, Kettenmann E, Armstrong E. Adaption of the Rotating Peer Supervision Model (microteaching) To Training in Interpersonal and Communication Skills. 2005 Harvard Macy Institute Symposium "A Global View of Medical Education: Conversations with Harvard-Macy Scholars from Around the World." Washington, DC. April 7-10, 2005
- Rider EA, Keefer C, Armstrong E. "Interpersonal and Communication Skills: Defining the Competency and Developing a Teaching Toolbox." Poster. American Academy of Physician and Patient 2004 Research and Teaching Forum. Indianapolis, IN. October 1-3, 2004 and Medical Education Day. Harvard Medical School, October 26, 2004. Abstract. Medical Education Day: Book of Abstracts. Harvard Medical School, 2004:64.
- Rider EA, Keefer C, Armstrong E. "Interpersonal and Communication Skills Competencies: Further Definition and a Teaching Toolbox." Poster Session. 2005 Pediatric Academic Societies' Annual Meeting. Washington, DC. May 14-17, 2005.
- Armstrong E, DoyleJ, Bennett NL. Transformative professional development of physician educators: assessment of a model. Academic Medicine. 2003; 78(7): 702-708
- Armstrong E, Mackey M, Spear SJ. Medical education as a process management problem. Academic Medicine. 2004; 79 (8): 721-728.
- Bowe CM, Lahey L, Armstrong E, Kegan R. Questioning the big assumptions (part I): addressing personal contradictions that impede professional development. Medical Education. 2003; 37:715-722.
- Bowe CM,, Lahey L, Kegan R, Armstrong E. Questioning the big assumptions (part II): addressing personal contradictions that impede professional development. Medical Education. 2003; 37; 723-733.
- Rider EA, Keefer C, Armstrong E. "Interpersonal and Communication Skills: Defining the Competency and Developing a Teaching Toolbox. " Poster. American Academy of Physician and Patient 2004 Research and Teaching Forum. Indianapolis, IN. October 1-3, 2004 and Medical Education Day, Harvard Medical School, October 26, 2004. Abstract. Medical Education Day: Book of Abstracts. Harvard Medical School, 2004:64
- Weinstock P, Stanley L, Kleinman M, Burns J, Armstrong E, Gordan J. "A Simulation-Based Pediatric Critical Care Curriculum to Enhance Resident Education and Patient Safety: Work in Progress." Poster. Harvard Medical School Education Day. Boston, MA October 26, 2004.
- Weinstock P, Stanley L, Kleinman M, Burns J, Armstrong E, Gordan J. Integration of High-Fidelity Patient Simulation into a Traditional Pediatric Critical Care Curriculum: Work in Progress. Poster. IMMS Meeting. Miami, FL. January 14-16, 2005.
