Harvard Macy Programs

Program for Post-Graduate Trainees: Future Academic Clinician-Educators

Offered Annually in Boston, MA
Next Program:
December 12-14, 2015
Application Deadline:
June 23, 2015

Program Directors:

Program Objectives Upon completion of this course, scholars will:
  • Discuss and apply theories of learning to their own teaching practice
  • Adapt their teaching practices to further the achievement of intended learning objectives
  • Use feedback for both teaching and learning improvement
  • Reflect on their own and others’ work in medical education with a scholarly focus Use a scholarly approach to educational project development
  • Broaden their own community of clinician-educators within medical education

Program Description This 3-day intensive program is focused on post-graduate trainees (residents and fellows) who seek to enhance their skills and scholarship as future academic clinician-educators. The course content is focused on two major themes: skills in teaching and learning AND developing scholarship in medical education. Learning formats rely on small group project work and problem-solving, interactive small group activities with individualized feedback, and large group case-based discussion.

The course learning is built around the scholars’ educational project development. Therefore, each scholar must apply with a medical education project that is of interest to the scholar and of benefit to the current or future training program in which he or she works or teaches. Each scholar must have the explicit support of a faculty mentor who will assist and oversee the scholar’s project development at the home institution. Faculty mentors are invited and strongly encouraged to attend the project reporting-out in person on the afternoon of 12/14/15; however, online connection opportunities will be made available to facilitate remote access by faculty mentors to this event, if desired.


1.  A BRIEF BIOSKETCH.  There are 3 fields available in the online application that will make up your one page biosketch (3300 characters max).   In the Education and Professional Experience section  include you PG year of training as of December 2015, expected graduation date from post-graduate training (residency or fellowship), previous health science education experience (teacher, preceptor, course/curriculum designer).  In the Scholarly Interest section include future academic goals, and in Personal Background provide any brief personal information you would like to share.
2.   AN EDUCATIONAL PROJECT (3300 characters max).   This will be the concrete vehicle to support your learning & application of new concepts.  The project fields in the application have been divided into 5 sections - answer all the questions as they apply to your project.
3.  A MENTOR LETTER OF SUPPORT.   This letter should include knowledge of the applicant's academic interest/experience, as well as future potential as an academic clinician-educator; how the applicant's project will contribute to further the educational mission of program/department/institution; and support commitment, including time available for meeting, guidance, mentoring, or resources.  Mentor should include their contact information.  Letter should be emailed directly to Sandra Mori,  sdmori@partners.org.   Questions regarding the program can be sent to Sandra or Susan Farrell, sefarrell@partners.org.


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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