About Emily Hayden, MD

Emily M. Hayden, MD, MHPE, an attending physician and Director of Telemedicine at Massachusetts General Hospital Department of Emergency Medicine. She received her MD from Indiana University School of Medicine and completed her residency in emergency medicine at Indiana University School of Medicine. Dr. Hayden then completed a fellowship in the Gilbert Program in Medical Simulation with Harvard Medical School and MGH and completed a master's degree in Health Profession Education (MHPE) at University of Illinois at Chicago. She is currently an assistant professor in Emergency Medicine at Harvard Medical School.

 Dr. Hayden’s area of interest is telehealth and its use in emergency medicine. She has led telehealth initiatives at the departmental and national levels. She leads the direct-to-patient and direct-to-provider telehealth programs at the MGH Department of Emergency Medicine. Dr. Hayden is the founding Chair of the Society for Academic Emergency Medicine (SAEM) Telehealth Interest Group, the Chair of the SAEM 2020 Consensus Conference on Telehealth in Emergency Medicine, and the Technology Subcommittee Chair of American College of Emergency Physicians (ACEP) Health Information Technology Committee. She also is a member of the American Association of Medical Colleges (AAMC) Telehealth Advisory Committee. 

 Dr. Hayden’s research currently focuses on telehealth in emergency medicine, from the use of telehealth nationally for transfer coordination to the comparison of telehealth to in-person patient evaluations.

Clinical Interests:



Mass General Emergency Medicine
55 Fruit St.
Boston, MA 02115
Phone: 617-724-4100

Medical Education

  • MD, Indiana University School of Medicine
  • Residency, Methodist Hospital of Indiana

American Board Certifications

  • Emergency Medicine, American Board of Emergency Medicine

Accepted Insurance Plans

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Dr. Hayden's research interests focus on simulation and medical education.  Her master's thesis was the development of an instrument for the assessment of clinical reasoning in preclinical medical students.


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