In cardiovascular medicine, teaching does more than transfer knowledge. It shapes clinical decisions, strengthens care teams and, ultimately, improves outcomes for patients. The most effective educators understand that learning is not a one-way process but an ongoing exchange between teacher and learner. Few embody that philosophy more fully than Jennifer D. Kliner, DNP, CRNP, AACC, whose learner-centered approach to education earned her the prestigious W. Proctor Harvey Young Teacher Award earlier this year at ACC.26.

"Learning comes with every interaction," she says. "I think it's important as teachers and leaders that we take advantage of every opportunity we have." Kliner is clinical project director for the Heart Failure and Pulmonary Hypertension programs, as well as program coordinator for the Comprehensive Pulmonary Hypertension Program and regional director of the Heart Failure Medication Optimization Clinic at the University of Pittsburgh Heart and Vascular Institute. But at heart, she is a teacher.

"Passion for teaching is infectious. When learners feel that enthusiasm and excitement from their teachers, their desire to grow deepens," Kliner says. "My passion for education initially was shaped during my own training, where I experienced both ends of the spectrum: educators whose lack of enthusiasm really dampened the learning environment and, on the flip side, transformative mentors who were deeply invested in seeing others grow and succeed."

Beyond that enthusiasm, Kliner says effective teachers must avoid a one-size-fits-all approach. Because learners absorb information differently, teachers need to be flexible, responsive and intentional in how they communicate.

"At its core, my philosophy centers on creating a safe, collaborative environment where learners feel empowered to ask questions, seek clarification and express when a concept is unclear – where they do not feel afraid to say, 'I don't understand,'" Kliner says.

That flexibility is especially important because teaching occurs across a range of settings. At the bedside, patients are part of the learning environment; in didactic presentations, learners need structure, focus and clear takeaways.

"Framing complex pathophysiology or treatment strategies into patient-friendly language in front of patients gives the clinical team a model for communicating effectively with patients and families," Kliner says. "I think that's important in teaching because the team members become the teachers."

By contrast, successful didactic presentations should focus on a few high-yield concepts that give learners enough confidence to continue exploring a topic, she says.

"I structure all my talks around the framework of, 'Tell them what you are going to teach them, teach them and then tell them what you taught them,'" Kliner says, a concept she learned while participating in ACC's Emerging Faculty Leadership Academy.

Teaching across multidisciplinary care teams can be especially challenging. Educators must ensure their message resonates with clinicians across levels of training and disciplines, while reinforcing how each person's role contributes to patient care.

"Everybody's role is important. Everybody who touches the patient in whatever manner is fundamentally impacting the patient's care and so their opinion matters, their voice matters," Kliner says. "Clinical team members need to understand everybody's role and how not one person can practice without these layers of support for the patient."

Those principles are particularly important in heart failure care, where clinicians must often explain why guideline-directed therapy is intensified even when symptoms have not changed, Kliner says.

"One key nuance is managing heart failure with reduced ejection fraction," she says. "We are initiating and adjusting therapy based on guidelines, not necessarily based on patient symptoms or changes in symptoms. I think that concept can be challenging for some to understand. It differs from reactive models of care, where we intensify therapy in response to clinical decline, because heart failure requires proactive interventions to alter long-term outcomes."

Kliner developed her approach to teaching through clinical experience and participation in the Emerging Faculty Leadership Academy, which helped her hone skills for delivering more meaningful education, she says.

"Having strong mentors who offer both valuable advice and difficult but honest feedback is important for personal and professional growth. Our own experiences allow us to guide others, especially those early in their careers who are still exploring their paths," Kliner says. "When we break down hierarchical barriers and approach patient care with a shared educational mindset, we improve not only clinician satisfaction and professional development but the quality of care we deliver to our patients."

Ultimately, that shared educational mindset is central to teaching – and to improving care one interaction at a time.

Clinical Topics: Cardiovascular Care Team

Keywords: Cardiology Magazine, ACC Publications, CM-Sep-2026, Patient Care Team, Patient Care, Care Team, Mentors, Education