Alaka Ray, MD - Course Director 

Assistant Professor, Harvard Medical School;
Associate Program Director, Ambulatory Training,
Internal Medicine Residency Program,
Massachusetts General Hospital  

Dr. Alaka Ray is the Associate Program Director for Ambulatory Training in the MGH Internal Medicine Residency Program and an Assistant Professor at Harvard Medical School. She practices primary care at the MGH Internal Medicine Associates. Her clinical interests have ranged from patient-doctor relationships to end-of-life care. Dr. Ray is engaged in scholarship in primary care education and is committed to finding ways to improve the resident continuity clinic training experience. She also has a strong interest in outpatient faculty development. She serves as a coach in the MGH Professional Development Coaching program for residents and peers in the Division of General Internal Medicine. Dr. Ray teaches residents in the outpatient and inpatient settings and is engaged in curricular development and delivery. She has presented several national workshops in the area of medical education and is currently on the national Education Committee of the Alliance for Academic Internal Medicine. Dr. Ray spent most of her childhood in Kolkata, India. She attended Harvard College and Harvard Medical. She graduated from the MGH Primary Care Program and then served as the Ambulatory Medicine Chief Resident. Dr. Ray’s hobbies include food, fiction and film and sharing those with her husband and two children.

Kevin Heaton, MD

General Internist,
Resident Education Coordinator,
Bulfinch Clinic, Massachusetts General Hospital 

Dr. Kevin Heaton completed the MGH primary care residency program in 2016 and joined the MGH faculty in 2016 with a focus on clinical care and the education of faculty and residents. Dr. Heaton works as a general internist at the Bulfinch Clinic where he also serves as the resident education coordinator. In this role, he is responsible for coordinating the ambulatory clinic experience for residents, which includes formal teaching, mentorship, curriculum design, and advising. Dr. Heaton also serves as the director of a medical education conference series for our staff PCPs at the Bulfinch.

Katherine Johnston, MD

Course Director, Practice of Medicine Course, Harvard Medical School;
Associate Site Director, Internal Medicine Clerkship,
Massachusetts General Hospital;
Clinician Educator, Internal Medicine,
Massachusetts General Women's Health Associates

Dr. Katherine Johnston is a clinician educator practicing internal medicine at Massachusetts General Women's Health Associates.  As an educator, she serves as the Course Director for the Harvard Medical School Practice of Medicine Course, is an associate site director for the internal medicine clerkship at MGH, and she oversees resident education at Women's Health Associates.  Her research interests include assessment and feedback for learners in UME and GME.

Alice Kung, MD

Primary Care Physician,
Massachusetts General Medical Group
Massachusetts General Hospital

Dr. Alice Kung is a graduate of Texas Tech University Health Science Center School of Medicine.  She completed her internal medicine resident training at Tufts Medical Center where she also served as a Chief Resident. She then joined MGH as a primary care physician at MGMG where she remains today. 

Joshua P. Metlay, MD, PhD

Professor of Medicine, Harvard Medical School;
Chief of the Division of General Internal Medicine,
Peter L. Gross Chair in Medicine,
Massachusetts General Hospital

Dr. Joshua P. Metlay, MD, PhD, is Chief of the Division of General Internal Medicine and the Peter L. Gross Chair in Medicine at Massachusetts General Hospital, Boston, MA. He is also Professor of Medicine at Harvard Medical School. Dr. Metlay received his bachelor’s degree from Yale University, his PhD in Immunology from Rockefeller University, and his MD from Cornell University Medical College.  He completed residency and chief residency in internal medicine at the University of Pittsburgh and a fellowship in general internal medicine and epidemiology at the Massachusetts General Hospital.  Before his arrival at MGH, he was Professor of Medicine at the University of Pennsylvania and Co-Director of the Robert Wood Johnson Foundation Clinical Scholars program at Penn. Dr. Metlay’s research spans two major areas, the epidemiology of drug resistance among common bacterial respiratory pathogens, particularly S. pneumoniae and the development and evaluation of interventions to improve the quality of treatment decisions for respiratory tract infections.  Dr. Metlay is an accomplished educator and mentor and has been recognized with a number of prestigious awards and honors including the Lindback Foundation Award for Distinguished Teaching in 2008 (Penn’s highest teaching honor), the Mid-Career Research and Mentorship Award from the Society of General Internal Medicine in 2010, and the Arthur Asbury Outstanding Faculty Mentorship Award from the Perelman School of Medicine at the University of Pennsylvania in 2011.

Joseph Rencic, MD

Professor of Medicine, Boston University School of Medicine; 
General Internist, Hospital Medicine, Boston Medical Center

Joseph Rencic, MD is a Professor of Medicine at the Boston University School of Medicine and a general internist practicing hospital medicine at Boston Medical Center. He serves as Director of Clinical Reasoning Education, co-course director of the Doctoring 2 course, and acting internship director. Dr. Rencic’s academic interest is in teaching and assessing clinical reasoning. He co-edited the book, Teaching Clinical Reasoning, which is the 7th book of the acclaimed American College of Physicians Teaching Series. He led a systematic review of the clinical reasoning assessment literature that culminated in a seminal reference on the topic recently published in Academic Medicine. Recently, he served on the executive committee of a Society for Improved Diagnosis in Medicine-sponsored and Josiah Macy Jr. Foundation-funded educational project to develop the first set of interprofessional competencies for improving diagnosis and clinical reasoning.