Boston - 2011 Program for Educators in Health Professions
Application Deadline: 9/15/2010
Current Dates: 1/9/2011 - 1/19/2011
& 5/15/2011
-
5/20/2011
Program Objectives
The goal of this Harvard Macy Program is to enhance the professional development of physicians, basic scientists and other healthcare professionals as educators. The program will combine five major themes: Learning and teaching, curriculum, evaluation, leadership, and information technology. The program provides a select group of 60 healthcare professionals with the knowledge base and skills to enhance their expertise in both conducting an educational project of their own design and taking a leadership role in the educational activities at their home institutions.
Program Description
The program consists of two sessions in residence at Harvard: an 11-day winter session and a 6-day spring session. Learning formats include large-group presentations, interactive exercises, problem-based learning, observations, reflective use of journals, and discussion in large and small groups. A variety of faculty-facilitated small-group formats are used to support learning from observation, to draw together scholars with common interests, and to further the development of each scholar's back-home project for educational change.
Boston - 2011 Leading Innovations in Health Care & Education
Application Deadline: 2/28/2011
Current Dates: 6/12/2011 - 6/17/2011
Program Objectives
Fundamental reform in healthcare education requires major organizational change in institions involved in the education of healthcare professional . In this program, educational leaders develop their own action plans for leading and managing change to fulfill their institution's educational mission.
Program Description
The formal curriculum is designed to assist participants in developing their own strategies for leading change in their institutions. Using classic management studies and case studies of healthcare education reform, participants analyze the interlocking elements of change strategies, including defining and balancing educational and other school missions, assessing an institution's structure, culture and readiness for change, and responding to changes in health care delivery systems.
Boston - 2011 A Systems Approach to Assessment in Health Science Education
Application Deadline: 11/30/2010
Current Dates: 3/13/2011 - 3/18/2011
Program Objectives
This program is designed to help participants employ a systems approach to the design and implementation of assessment strategies that help transform their home institution into true learning communities. With input from program faculty and fellow participants, attendees will learn how to harness assessment information in creative ways that allow them to more effectively define their goals, measure performance, and promote their institutional mission.
Program Description
The program's formal curriculum will address multiple aspects of academic assessment: learning and acquistion of competencies, teaching, education effort and scholarship, program efficacy and instituional alignment of resoureces and supports to further educational missions. Participant will leave the program prepared to develop and lead effective and comprehensive assessment efforts at their home institutions. The program will employ a variety of teaching formats, including topic presentations, large-group case discussions, small-group literature analysis, collaborative work groups, and expert panel discussions. In addition, participants will also have the opportunity to have one on one consultations with leaders in the assessment field.
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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