Harvard Macy Programs

Become a Digital Citizen - Technology in Health Care Education

Offered Annually in Boston, MA
Next Program:
October 19-23, 2015
Application Deadline:
August 15, 2015
Fee:
$4,400.00


Program Directors:

Program Objectives

Upon completion of this course, participants will be able to:
 

  • Describe the role of online learning in health care education.
  • List steps required to convert their current traditional education material into online interactive activities.
  • Independently develop online instruction material and host it on a Learning Management System.
  • Implement appropriate use of technology to enhance learning activities inside and outside the classroom.
  • Use social media to form a community of inquiry and identify the potential role of using this model at their own institutions.
  • Utilize tools for creating filters to manage information overload and for collaborating with a professional learning network to enhance learning.

Program Description

This activity provides health care educators with the skills needed to make use of current technology and social medial tools to support teaching and learning. Participants learn how to use technology to create learning environments and materials, filters to manage information overload and customize online searchable repositories. In short, the course teaches how to leverage Web 2.0 and social medial tools to create professional learning networks.

This course will be organized around the following threads:
 

  • Asynchronous and online learning - Creating an eLearning module using an open source virtual learning environment - Moodle.
  • Classroom technology for interactive learning - Advanced PowerPoint, Audience Response Systems - use of classroom clickers vs. online ARS tools.
  • Managing information - Combat information over-load by creating filters and encoding digital information in external memory for easy search and retrieval- Real Simple Syndication (RSS) and Social Bookmarking and annotation.
  • Social Media, online communities of inquiry and social constructivism and connectivism - Google+ and Twitter.
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The Harvard Medical School is accredited by the Accreditation Council for Continuing Medical Education to
provide continuing medical education for physicians. The Harvard Medical School designates this live activity for a maximum of

34 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

The Royal College of Physicians and Surgeons of Canada recognizes conferences and workshops held outside of Canada that are developed by a university, academy, hospital, specialty society or college as accredited group learning activities.

 AMA PRA Category 1 Credits™ claimed by physicians attending live events certified and organized in the United States for AMA PRA

Category 1 Credits™ can be claimed through the agreement on mutual recognition of credits between UEMS and AMA, considered

as being equal to the European Continuous Medical Education Credits (ECMEC©) granted by the UEMS. One AMA PRA Category

1 Credit™ is equivalent to one (1) hour of European EACCME Credit (ECMEC©), therefore up to 34 ECMEC© Credits are available.

Each medical specialist should claim only those hours of credit that he/she actually spent in the educational activity.




Testimonials

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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