Subha Ramani

Dados Biográficos

ID5551695
NOMESubha Ramani
PRENOMESSubha
SOBRENOMERamani
ASSINATURARAMANI S
AFILIAÇÕESHarvard Medical School
ORCID0000-0002-8360-4031
VERIFICADOSim
TOTAL DE OBRAS24
TOTAL DE CITAÇÕES0
TOTAL COMO AUTOR24
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2019
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H0

  • Expanding the theoretic discourse

    Open AccessSubha Ramani, Vishna Devi Nadarajah et al.ARTICLEMedical Education2026

    Data sharing is not applicable to this article as no datasets were generated or analysed during the current study.

  • Who coaches the coach? Learners as partners in the co‐creation of coaching practice

    Open AccessKaren D Könings, Subha RamaniARTICLEMedical Education2026

    It's time to develop mutual dialogue‐based and safe upward coaching relationships with our learners to support educators in continuously refining their coaching practices. #MedEd

  • Fit for context

    Open AccessSylvia Shitsama, Subha Ramani et al.ARTICLEMedical Teacher2026

    INTRODUCTION: Mentoring is a cornerstone of medical education, yet its uptake remains inconsistent due to contextual and cultural factors. While most mentorship models are conceptualized in the Global North, there is limited research from regions with differing institutional and sociocultural norms. This study explores how faculty in a multicultural context perceive mentorship, make sense of their roles, navigate challenges, and adopt strategies …

  • Giving the patient a leading role in bedside teaching; a truly collaborative and inclusive effort

    Open AccessMarije P Hennus, Subha Ramani et al.ARTICLEMedical Teacher2025

    As clinicians, we envision a triad of a teacher, a learner or learners, and a patient when teaching at the bedside. This approach involves learning with, from, and about each other, not just at the

  • Disentangling faculty development

    Susan van Schalkwyk, Eliana Martorano Amaral et al.ARTICLEMedical Teacher2025

    BACKGROUND: There is wide variation in how faculty development (FD) is practiced globally and described in the literature. This scoping review aims to clarify how FD is conceptualised and practiced in health professions education. METHODOLOGY: Using a systematic search strategy, 418 papers, published between 2015-2023, were included for full text review. We extracted data using closed and open-ended questions. Quantitative data were summarised us…

  • Twelve Tips to Deliver Large Scale Faculty Development in Health Professional Education

    Open AccessMini Singh, Jessica Grundy et al.ARTICLEMedical Teacher2025

    Clinical teachers do not acquire teaching skills through their traditional health professional education. Faculty development programmes are required to train these clinicians in essential educational theory and practical teaching skills. Such interventions are critical to successful clerkship experiences and preparedness for professional practice. However, sustained engagement in these programmes is challenging. Education and healthcare organisa…

  • Response to

    Marije P Hennus, Marije Hennus et al.ARTICLEMedical Teacher2025

    Dear EditorWe would like to thank Ashley Simpson [1] for the thoughtful letter regarding our recent commentary ‘Giving the patient a leading role in bedside teaching: A truly collaborative and incl

  • Transforming global health professions education for sustainability

    Open AccessThirusha Naidu, Subha RamaniARTICLEMedical Education2024

  • Facilitating the transition to residency

    Dana G Callahan, Nora Y Osman et al.ARTICLEMedical Teacher2024

    BACKGROUND: The transition from medical school to residency is a critical developmental phase; coaching may help students prepare for this role transition. AIMS: We explored whether near-peer coaching could improve a specific workplace skill prior to residency. METHODS: = 16). Resident coaches completed one training session, and student-coach dyads met for one coaching session on 'pre-rounding'- gathering patient data before rounds. The program w…

  • Mentorship in health professions education – an Amee guide for mentors and mentees

    Subha Ramani, Rashmi A Kusurkar et al.ARTICLEMedical Teacher2024

    This AMEE guide discusses theoretical principles and practical strategies for health professions educators to promote impactful mentoring relationships. Traditional definitions are challenged, distinctions are made between roles such as mentor, advisor, coach and sponsor. As educational environments change and options for professional development expand, we argue that the traditional dyadic format of mentoring alone will not help mentees to maxim…

  • Application of the R2C2 Model to In-the-Moment Feedback and Coaching

    Open AccessJoshua Lockyer, Rachelle Lee-Krueger et al.ARTICLEAcademic Medicine2023

  • Mentoring Relationships

    Open AccessSubha Ramani, Natasha Chugh et al.ARTICLEAcademic Medicine2023

    [Extract] Mentoring relationships are ideally driven by mentees and help mentees to tackle professional challenges and/or plan career development. Mentees can choose from several mentoring formats: senior, near peer, within or outside the institution, dyadic or network, in person or virtual. Regardless of the format, mentors guide key stages of mentee professional development, balance challenging and supporting the mentee, and help the mentee to …

  • Inclusion in global health professions education communities through many lenses

    Vishna Devi Nadarajah, Subha Ramani et al.ARTICLEMedical Teacher2023

    In this paper, we reflect on what inclusion can mean to the global Health Professions Education (HPE) community, the impact of lack of inclusion, and offer suggestions on how to be inclusive. To illustrate the impact of inclusion, we offer perspectives from the lens of a medical student, junior doctor, educators, and educational leaders. The viewpoints offered in this communication can be useful to broaden and nurture inclusive pedagogy and schol…

  • In response to

    Subha Ramani, Anne E Lloyd et al.ARTICLEMedical Teacher2023

    Dear Editor“We are disappointed but grateful to hear about the author’s experiences at AMEE 2022 and will do our best to ensure this is not repeated (Hartland 2022). The theme of the 2023 annual co

  • Adaptive leadership during challenging times

    Open AccessJudy McKimm, Subha Ramani et al.ARTICLEMedical Teacher2023

    Leadership and management are becoming increasingly recognised as vital for high-performing organisations and teams in health professions education. It is often difficult for those embarking on leadership activities (as well as more experienced leaders) to find their way through the volume of literature and generic information on the topic. This guide aims to provide a framework for developing educators' understanding of leadership, management, a…

  • What sparks a guide on the side? A qualitative study to explore motivations and approaches of mentors in health professions education

    Subha Ramani, Rashmi A Kusurkar et al.ARTICLEMedical Teacher2022

    Introduction Despite abundant research emphasising the value of mentoring for healthcare professionals, little is known about what motivates mentors. This study aimed to explore what motivated a group of internationally renowned health professions educators to accept informal, international and mostly online mentoring roles, and their approaches to that mentoring.Methods Using a qualitative approach, we interviewed ten global educational leaders,…

  • Co-creating scholarship through collaborative writing in health professions education

    Subha Ramani, Judy McKimm et al.ARTICLEMedical Teacher2022

    This AMEE guide provides a robust framework and practical strategies for health professions educators to enhance their writing skills and engage in successful scholarship within a collaborative writing team. Whether scholarly output involves peer-reviewed articles, book chapters, blogs and online posts, online educational resources, collaborative writing requires more than the usual core writing skills, it requires teamwork, leadership and follow…

  • Learner involvement in the co-creation of teaching and learning

    Open AccessKaren D Könings, Serge Mordang et al.ARTICLEMedical Teacher2021

    This AMEE guide aims to emphasize the value of active learner involvement in the design and development of education, referred to as co-creation, and provides practical tips for medical educators interested in implementing co-created educational initiatives at their own institutions. Starting with definitions of co-creation and related terms, we then describe its benefits and summarize the literature in medical and higher education to provide an …

  • Redefining scholarship for health professions education

    Jennifer Cleland, Susan Jamieson et al.ARTICLEMedical Teacher2021

    Scholarship is an integral aspect of academia. It shapes the practice of individuals and the field and is often used to inform career progression decisions and policies. This makes it high stakes. Yet it is complex, and ambiguous. Definitions vary and the term does not necessarily translate well across contexts. In this AMEE guide, our aim is to establish a contemporary definition of scholarship which is appropriate to health professions educatio…

  • A model for teaching in learner-centred clinical settings

    Rebecca Sternschein, Margaret M Hayes et al.ARTICLEMedical Teacher2021

    Teaching in a learner-centred clinical setting requires clinical teachers trained in diagnosing and addressing learner needs and interests in order to create an optimal learning environment. These educational skills may not have been explicitly addressed in medical training in the past, when little to no focus was devoted to the learning environment and promoting learner-centredness. Thus, clinical teachers may be left without a model for their i…

  • Twelve tips for developing a global community of scholars in health professions education

    Subha Ramani, Judy McKimm et al.ARTICLEMedical Teacher2021

    Scholarship in Health Professions Education is not just original research, it also includes study of educational processes, and application of new knowledge to practice. The pathways to successful scholarship are not always clear to novice educators. In this article, we describe strategies to establish a Community of Scholars (CoS), where more experienced and senior members guide junior members in scholarship to advance the field. Drawing on Lave…

  • Breathing life into bedside teaching in the era of Covid-19

    Marjel van Dam, Subha Ramani et al.ARTICLEMedical Teacher2020

    Bedside skills have been declining over the last two decades, with multiple studies reporting increasing reliance on investigations and technology in making diagnostic decisions. During the Covid-19 crisis, even less time is spent at the bedside, and physical examinations seem markedly truncated or non-existent. It is possible that cost of health care, doctor-patient relationships, and the clinical reasoning skills could be seriously impacted by …

  • Twelve tips for organising speed mentoring events for healthcare professionals at small or large-scale venues

    Subha Ramani, Harish Thampy et al.ARTICLEMedical Teacher2020

    Mentors play a critical role in the development of professionals, influencing their job satisfaction, career aspirations and evolving professional identity. A variety of mentoring models exist, each with distinct benefits and challenges. Speed mentoring, based on the concept of speed dating, provides mentees with opportunities to meet multiple mentors over a short time and pose focussed career development questions. At large-scale events such as …

  • The interplay between residency program culture and feedback culture

    Open AccessRobert Bing‐You, Robert Bing-You et al.ARTICLEMedical Education Online2019

    The findings of this study add to the literature by describing residents' preferences of their residency program's culture, and providing insights into the interplay between the residency program and feedback cultures