Margaret (Molly) Hayes, MD
Assistant Professor of Medicine
Dr. Hayes’ research interests are in best practices for teaching communication around end of life issues in the intensive care unit and teaching and learning critical thinking. She has created and studied curricular to teach internal medicine residents how to talk about death and dying. She also has active research in medical simulation and procedural training. She has active roles in UME (clerkship director for the Intensive Care Medicine Clerkship at BIDMC/HMS), GME (Associate Program Director of the internal medicine residency at BIDMC) and CME (director of the highly ranked Harvard CME course, Principles of Critical Care Medicine for Non-Intensive Care Specialists) and is particularly interested in creating and studying novel ways to deliver CME content.
Awards and Recognition
Dr. Hayes received the 2018 Emerging Educator Award from the Association of Pulmonary and Critical Care Medicine Program Directors (APCCMPD) and she received the Hermann L. Blumgart Faculty teaching award from the Department of Medicine at BIDMC in 2017. She serves on the Education Committee of the American Thoracic Society, where she chairs the Core Curriculum, and co-chairs the Educational Consulting Working Group. She oversees non-International Conference programming for the Section of Medical Education at ATS and is on the programming committee of the Assembly on Behavioral Science and Health Services Research. Dr. Hayes was a Rabkin Fellow from 2016-2017 and an Academy Education Research fellow from 2015-2017.
A full list of Dr. Hayes’ published work can be found on My Bibliography.
More information can be found on Dr. Hayes' Harvard Catalyst profile.
- An exploratory analysis of factors that negatively influence communication encounters in the ICU
- Evaluating methods of teaching and assessing critical thinking: A mixed methods study of faculty and students across Harvard University
- Creation and evaluation of a novel peripheral IV simulator
- Creation and evaluation of an ultrasound guided peripheral IV curriculum
- A randomized trial of implicit versus explicit modeling when delivering serious news to patients
- A faculty development project to teach critical thinking