Masters Degree Collaborations

Harvard Medical School, Master of Medical Sciences in Medical Education

Harvard Medical School has approved a new Master of Medical Sciences (MMSc) in Medical Education, a unique two-year master's program designed to provide rigorous research training in the field of medical education. While many medical schools in the U.S. and abroad offer one-year master's degrees in medical education, Harvard’s new program will require two years, blending one year of formal coursework, taught by faculty from Harvard Medical School, Harvard Graduate School of Education, and the Harvard Macy Institute, with an additional year of mentored research leading to a publishable master's thesis.

The new degree is an ideal fit for medical educators who seek expanded skills not only as teachers but also as leaders and investigators. The program is open to faculty as well as to medical students and residents/fellows whose training programs provide protected time for scholarly work. To learn more, email the Program Director (Jennifer Kesselheim, MD, EdM) at or visit the program online.

MGH Institute of Health Professions, Master of Science in Health Professions Education

The MGH Institute of Health Professions, a graduate school founded by Massachusetts General Hospital, is pleased to announce a new Master of Science in Health Professions Education degree program, in collaboration with the Harvard Macy Institute. HMI courses will count toward this degree. Responding to the call for innovative educational reform and collaborative leadership in the health professions, this program is designed for active clinician/educators who are seeking to further their expertise and careers by earning a master's degree.

Continue your professional development by joining our community of scholars through on-campus intensive seminars and part-time online studies in a uniquely interprofessional context. Please visit for more details.

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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