Applicant Registration: Step 1 of 3
Thank you for your interest in Harvard Macy Institute programs.
If this is your first time applying for an Harvard Macy program, please read the instructions on this page carefully before continuing. If you have applied to a Harvard Macy program before, please login now: this will make the application process much faster. If you have forgotten your username or password, you may request that they be sent to your e-mail address; if you have forgotten your login information, and your e-mail address has changed since the last program you attended, please get in touch with us, rather than starting with a blank program application and creating a new account.
In addition to your basic personal information and contact details, our online application asks for several pieces of information that you may wish to prepare in advance. You can click here to see how this information will populate our course material.
We ask for:
1. An electronic photo of yourself as a "JPEG" file, if you have one available.
2. A biographical sketch that details your educational activities over the past five years. Please do not submit your complete Curriculum Vitae. There are 3 sections to this biosketch, with the total limited to maximum of 3000 characters including spaces: Education and Professional Experience; Scholarly Interest; and Personal Background.
3. Participants in Harvard Macy Institute programs are required to bring an issue, challenge or project that they will work on while at Harvard. The work you bring to the program should be pertinent to your institution and will be instrumental in forming the foundation for learning that takes place during the program. Depending on which program you are applying to, please review the requirements of this required component of your application below. Then prepare a description of this project to include with your application; the description should not exceed one (American, letter-size) page, or 3300 characters including spaces.
NB: If you are a member of an institutional team that will be working jointly on the same project, issue or challenge, each individual team member will need to submit an application along with the description of the work. This description can be the same for all team members.
A Systems Approach to Assessment in Health Science Education
Current Challenges in Assessment:
Each participant will be assigned to an institutional planning group. Time will be set aside during the program for you to meet with your group & faculty advisor to consult with each other on an assessment and evaluation challenge that is pertinent to your institution. Take a moment to briefly describe the most challenging aspect of assessment and evaluation from your perspective. Please describe your particular challenge, and then propose a solution. To implement your solution define the resources needed, barriers to overcome, and stakeholders involved. (Entire description is limited to 3300 characters including spaces).
Some examples of challenges are: devising an assessment plan for a new or existing course or program; designing an assessment system that integrates evaluation information from multiple levels and from multiple evaluators; or educating faculty on the definition of assessment and the practical aspects of evaluating the performance of trainees across their residency training.
Program for Leading Innovations in Healthcare and Education
Institutional Change Statement
Submit a one page description (entire description is limited to a maximum of 3300 character including spaces) of the challenges and changes in health care education and/or health care delivery which are envisioned for your institution, your role in these changes, and the status of these changes in your institution. Please provide specific examples of these activities in progress or planned for at your institution.
Some examples of change issues are: preparing for and facilitating reform in educational philosophy or format; transforming the current culture of a residency training program; or improving the pedagogical training of faculty in a medical school environment.
Program for Educators in Healthcare Professions
A one page project proposal (limited to a maximum of 3300 characters including spaces) of the institutional project you plan to develop during the program. Please include the following items in your description:
- Define the project. What are you trying to accomplish? What is the aim?
- Describe the current problem that it addresses at your institution. Who will benefit from this project?
- Predict/hypothesize what changes you can make that will result in an improvement. Identify barriers to implementation and necessary resources for your project.
- How will you evaluation whether your project has created an improvement?
Some examples of projects are: designing and teaching a new or revised course/clerkship or residency rotation; creating a faculty development program; introducing or enhancing professional rewards for healthcare educators; integrating technological advances with curriculum design.
Become a Digital Citizen - Technology in Health Care Education
Once you are accepted into the program you will be assigned to a project group team led by a faculty member and an IT specialist. During the course project group time you will be assisted in developing a 10-12 minute interactive on-line learning module for potential use at your institution. The project teams will consist of other course participants with similarly focused visions. In a paragraph, please describe the type of online module you could envision creating during this course – address the following points in your description: Who is your target audience; what are 2-3 learning objectives for this module; what are the learning theories and strategies you would like to employ; and what social media tool(s) would you like to include? While this module description may be hypothetical at this point in time, it will help us understand your current needs and goals.
Program for Post-Graduate Trainees: Future Academic Clinician-Educators
Please submit a one page proposal (limited to a maximum of 3300 characters including spaces) of the medical education project that you plan to develop during the course. Please include the following in your description:
Mentor Support Letter
- Focus of the Project: What is the primary focus of your project? What question, need, or situation is addressed by your project?
- Project and Assessment Design: List 1–3 specific goals of your project and how those goals relate to a question or need within your current or future training program. Briefly describe your project, a plan for its implementation, and what assessment data you will collect in order to measure that progress is being made toward your desired goals.
- Program ‘system’: Describe the training program ‘system’ in which your work will be accomplished. For example, what individuals or groups (stakeholders) will have an interest in your project? Who will be impacted by your project? What resources and challenges do you anticipate? Please indicate your year in training and the number of years you have remaining in training during which you may be able to devote time to this project. Please make explicit reference to your project mentor.
Please provide a letter of support for your project from your faculty mentor. The following information should be included:
- Name and professional title of mentor
- Institution of mentor
- Current training program with which the mentor is associated
- Contact information of mentor (include email and postal mailing address)
- Explicit statement of support for the educational project, including:
- how the mentor sees the project as beneficial to the applicant and to the educational interests of the training program and/or institution
- the amount of time and expertise that the mentor is realistically able to provide in support of the project
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