Jose F Florez-Arango MD MSc PhD

 

As a physician educator, researcher, and thought leader in health informatics, I have dedicated my career to fostering the next generation of healthcare professionals and informaticians. My teaching philosophy is deeply rooted in the belief that education is not merely the transfer of knowledge but an active, dynamic process that cultivates critical thinking, problem-solving skills, and lifelong learning. Grounded in constructivist principles, I recognize that learning is a bidirectional process where knowledge is actively constructed through experience, reflection, and social interaction. I strive to create an engaging and interactive learning environment where students become active participants in their education, empowered to explore, question, and apply knowledge in real-world settings.

Facilitation over Instruction

I view myself as a facilitator rather than the sole source of knowledge. Learning is a collaborative journey, and I encourage students to engage in meaningful discussions, challenge assumptions, and construct their understanding of complex health informatics concepts. My modified Socratic approach blends didactic teaching with interactive discussions, case studies, and real-time problem-solving exercises to create an immersive learning experience. By fostering curiosity and intellectual exploration, I guide students toward independent thinking and knowledge creation.

Bridging Theory and Practice

With over 25 years of experience in health informatics, I prioritize the integration of theoretical concepts with practical applications. I design coursework that reflects current industry trends and challenges, incorporating hands-on projects, experiential learning, and real-world case studies. My leadership in developing courses such as Introduction to Health Informatics, Clinical Informatics, and Consumer Health Informatics at Weill Cornell Medicine ensures that students receive a comprehensive education that prepares them for professional success. By aligning academic content with industry needs, I equip students with the skills necessary to navigate the evolving landscape of healthcare technology.

Embracing Technological Innovation in Education

Technology has transformed education, and I have been at the forefront of implementing innovative instructional strategies. Since 1999, I have leveraged online education tools to enhance learning experiences, leading the development of virtual learning platforms and online degree programs, including a Master’s in Telemedicine. At Weill Cornell, my contributions to the Artificial Intelligence in Health Care certificate program and the Health Systems Engineering Pathway demonstrate my commitment to integrating cutting-edge technologies into the curriculum. By incorporating digital tools, simulations, and interactive platforms, I create flexible and adaptive learning environments that cater to diverse learning styles.

Continuous Improvement and Reflective Teaching

I believe that education is a continuous quality improvement process. Assessing student performance and soliciting feedback are essential components of my teaching practice. I employ structured evaluations and reflective discussions to refine course content, instructional methods, and assessments. My approach to evaluation—asking what went well, what could be better, and what actions can improve learning—ensures that my courses remain dynamic and responsive to student needs. This philosophy extends to curriculum development, where I apply data-driven decision-making to enhance program effectiveness and student outcomes.

Mentorship and Professional Growth

Beyond classroom instruction, I am deeply committed to mentorship and student development. As the Director of Academic Programs in Health Informatics at Weill Cornell Medicine, I oversee the enrollment and academic progress of students, aligning their learning experiences with career aspirations. I take pride in mentoring students through research projects, capstone experiences, and professional development opportunities, fostering their growth as future leaders in health informatics. My engagement in doctoral admissions and curriculum accreditation further reflects my dedication to academic excellence and program integrity.

Conclusion

Teaching is a lifelong journey of learning, adaptation, and inspiration. My goal is to cultivate a generation of professionals who are not only knowledgeable but also innovative, ethical, and capable of driving meaningful change in healthcare through informatics. By fostering an environment of curiosity, collaboration, and continuous improvement, I strive to make a lasting impact on my students and the field of health informatics. My teaching philosophy is driven by a deep passion for education, a commitment to excellence, and an unwavering belief in the transformative power of knowledge, acknowledging that learning is a continuous, reciprocal process that benefits both educators and students alike.