Redefining Medical Education: A Global Story of Collaborative Learning and Leadership

When Camila Marques, PhD, a professor and researcher at Faculdades Pequeno Príncipe in Brazil, began her postdoctoral studies in medical education, she found herself drawn to the teaching methodologies shaping health sciences education around the world. With a background in biology and physiology and years of experience teaching in medical and allied health programs, she was eager to elevate her teaching practice. Her quest led her to the Training to Teach in Medicine program at Harvard Medical School—a decision Marques describes as transformative for both her career and the broader academic community she serves.

Embracing Innovation Through Global Learning

Marques first encountered the program through an academic article on collaborative learning, which featured Harvard faculty member Jeremy Richards, MD, MA, FACP, ATSF, who also co-leads the Training to Teach in Medicine program. Intrigued by case-based collaborative learning (CBCL) and driven by a desire to bring these innovative practices to her institution, she reached out to Dr. Richards and ultimately applied to the program.

Marques saw the program as a unique opportunity for professional growth and international collaboration. “The course changed my life, personally and professionally,” she notes. With support from her home institution and a growing passion for curriculum development and educational assessment, she committed fully to the experience. The program broadened her perspective on pedagogy and provided the tools she needed to enhance clinical reasoning and critical thinking in the classroom.

Building Community Across Borders

Because the program is delivered virtually, Marques was able to build deep connections with an international community of cohort peers. “They aren’t just colleagues,” she says. “They’ve become close friends.” This network of global educators continues to offer her support, from reviewing presentations to collaborating on educational initiatives.

The sense of camaraderie and shared purpose she found within her cohort extended beyond graduation. In February 2024, Marques was invited to present a lecture for Training to Teach in Medicine, where she reflected on her post-program achievements and shared her ongoing journey with new participants.

From Capstone to Impact: A Lasting Legacy

As part of the program, participants design and implement a capstone project that applies their learning in a real-world context. Marques focused her project on equipping faculty with evidence-based teaching strategies, constructive feedback techniques, and tools for self-reflection. What began as a personal project has since evolved into a robust faculty development initiative at her institution, offering monthly in-person workshops to strengthen instructional skills across the health sciences.

“The pedagogical qualification of professors is now essential for training that mirrors Brazil’s social and health care realities,” she explains. “This project delivers continual professional development through active learning strategies, assessment tools, and reflective practices, empowering faculty to improve their teaching and support curricular reform.”

To track the initiative’s effectiveness, Marques applies the Kirkpatrick Model, which measures satisfaction, learning outcomes, and the application of new skills in the classroom. The capstone’s evolution into an institutional program underscores the broader ripple effect of educator training and the lasting value of faculty investment.

Extending the Reach

The impact of the Training to Teach in Medicine program continues to shape her work. Marques has since authored two articles on medical education, launched a podcast focused on teaching and research, and published Brazil’s first guide to using CBCL in human physiology. She remains an active member of Harvard Alumni for Education, engaging in global conversations around innovation in teaching.

For Marques, Training to Teach in Medicine was more than a professional development certificate; it was a catalyst for connection, transformation, and global community. “I am very grateful for everything I learned in this program—it profoundly expanded my horizons and redefined my professional approach.”

Written by: Pamela Searle