Prof. Ronald M. Harden

Professor Ronald Harden is co-founder of OTTAWA conference, Professor of Medical Education (Emeritus) University of Dundee and Professor of Medical Education, Al-Imam Muhammad Ibn Saud Islamic University, Editor of Medical Teacher and General Secretary and Treasurer of the Association for Medical Education in Europe (AMEE). Professor Harden was formerly Teaching Dean and Director of the Centre for Medical Education at the University of Dundee.  Professor Harden is a world leader in medical education.  Ideas which he has pioneered include the Objective Structured Clinical Examination (OSCE) which has been universally adopted as a standard approach to assessment of clinical competence, the spiral curriculum and the SPICES model for curriculum planning and models for outcome-based education.  He has published more than 400 papers in leading journals.  He is co-editor of the best-selling book – “A Practical Guide for Medical Teachers.”

His contributions to excellence in medical education have attracted numerous awards including an honorary fellowship of the Royal College of Physicians, Surgeons of Canada, the prestigious Hubbard Award by the National Board of Medical Examiners in the USA and recognition by the Kellogg Foundation.  He was awarded by the Queen the OBE for his services to medical education.  He was also presented with the (MILES) award, Karolinska Institutet Prize for Research in Medical Education. In 2009 ASME Richard Farrow Gold Medal, AMEE 2010 Lifetime Achievement Award, Honorary Doctorate in Medical Education by the International Medical University in Malaysia and an Honorary Doctorate in Medicine of the University of Tampere, Finland. Professor Harden was also awarded the Cura Personalis honour, the University of Georgetown’s highest award. In 2017, he was presented with the Gusi Peace Prize.

TOPIC TITLE: The changing role of the medical teacher

ABSTRACT: The importance of the teacher in the education process has been recognised by the health care professions. What is less appreciated, however, is the extent to which this role is changing or should be changing. As an information provider, as well as being a conductor or transmitter of information, the teacher should be concerned with curating information for students and coaching students how to seek and evaluate information for themselves. Increasingly important is the teacher’s role as a facilitator and mentor, helping students to achieve the specified learning outcomes and supporting and motivating and inspiring students. There are significant changes also in the teacher’s role as a curriculum developer and implementer and as an assessor or diagnostician. The teacher as a role model continues to be important but even here it is changing. Given the complexities of medical education, the teacher’s role as a manager and change agent is also attracting more attention, as is the role as a scholar and researcher. Finally, the teacher used to be a professional who assesses their own performance and keeps themselves up to date.