About the Harvard Macy Institute
Established in 1994 with grant support from the Josiah Macy, Jr. Foundation that continued to 2000.
The Harvard Macy Institute is committed to creating a global community of health care educators and leaders dedicated to transforming health care delivery and education.
Directed since its inception by Elizabeth Armstrong, PhD, with course coordinators Thomas Aretz, MD; Constance Bowe, MD; Clayton Christensen, MBA, DBA, MPhil; Robert Kegan, PhD; and Louis Pangaro, MD, MACP.
Core faculty drawn from Harvard Medical School, Harvard Graduate School of Education, and Harvard Business School, along with prestigious universities and academic medical centers worldwide.
Five main continuing education programs offered each year.
Occasional customized offerings delivered internationally in cooperation with Harvard Macy Institute alumni.
About the Programs
Core Learning Principles:
Project-based participation with emphasis on deep study, active engagement, group and experiential learning, cross-fertilization of ideas, and interprofessional collaboration. Projects are defined by the scholars and their institutions for the purpose of transforming health care and education, and range across multiple professions in healthcare.
Our programs are led by core faculty members who are thought leaders in their respective fields and represent disciplines and content from multiple professions. Returning program alumni frequently serve as faculty and bring a unique perspective to the programs as past scholars.
Our programs are designed to have real-world impact. Your fellow Harvard Macy scholars become members of your interprofessional project team, bringing their insights and input to challenges faced by your institution. The following are examples of challenges our scholars undertake with the help the Harvard Macy Institute programs:
Tuition and Application Deadlines:
- Designing and teaching a new or revised course/clerkship/program or residency rotation
- Creating a faculty development program
- Integrating technological advances with curriculum design
- Devising an assessment plan for a new or existing course or program
- Educating faculty on the definition of assessment and the practical aspects of evaluating the performance of trainees across their residency training
- Preparing for and facilitating reform in educational philosophy or format
- Transforming the current culture of a residency and clinical training program for all health professionals
- Improving the pedagogical training of faculty in an education environment
Updated tutition fees and deadlines to apply for upcoming programs are provided on each program page.
On the Leading Innovations Program, "I attended the meeting after having already been involved in several innovations around the development of new medical schools in 4 countries, sometimes at leadership level, and so was more experienced than some other attendees. However, I still found the meeting to be very useful. I was able to immerse myself for a week in other kinds of thinking and encouraged to consider how to translate concepts into medical education. The small group exercises allowed us to discuss the meaning of other models and theories and to merge, translate and develop potentially new ways of approaching familiar tasks. Group membership was deliberately diverse, so I was constantly having to think about things from the perspectives of different levels of experience and different health and education systems. For me the main benefit came in the weeks after the meeting, as I returned to my usual job but continued to reflect on the discussions during the meeting and thought throughways of applying what I had learned. I have since changed the way I work by increasing my focus on leading, rather than implementing, change."
Richard Hays, M.D., Dean, School of Medicine, Keele University, UK
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