Program for Educators in Health Professions

Offered Annually

 

2024-25 Course Application Opening Soon!

Fall session: October 7-11, 2024 (Virtual, 9-5 Mon-Fri)
Wednesday, November 13, 2024 (7-8pm) 
Wednesday, December 11, 2024 (7-8pm) 
Wednesday, January 15, 2025 (12-5pm) 
Wednesday, February 12, 2025 (7-8pm) 
Wednesday, March 12, 2025 (7-8pm) 
Wednesday, April 9, 2025 (7-8pm) 
Spring session: May 5 - 9, 2025 (in person in Boston, 9-5) 

Please be advised: As we typically receive many qualified applicants, you may be asked to defer taking the course to the following year. Applicants are encouraged to note any time-sensitive circumstances in their application.

Training the next generation of health care providers necessitates educators and leaders to be well-versed in the latest advances in the science of learning, evidence-based education, and curriculum design and be adept at propelling forward educational innovations within their institutions. This signature Harvard Macy Institute program, featuring two weeklong sessions (virtual in October, in-person in Boston in May), is designed to not only enhance the expertise of health professions educators but also expand their professional networks and prepare them to assume leadership roles in their home institutions.
Upon completion of this course, participants will be able to:
  • Evaluate how adults learn and incorporate evidence-based teaching strategies and other methods that enhance learning
  • Identify the elements of effective curriculum design and plan strategically for curricular change
  • Identify leadership styles that increase the likelihood of acceptance to change
  • Develop organizational plans strategically for educational innovations in your institution
  • Develop skills to deal productively with conflicting responses and resistance to change
  • Incorporate the educational innovations designed within your organization
  • Evaluate the success of your innovative educational project
  • Report the effectiveness and success of your educational innovation to your organization

The program is built around 5 major themes: the science of learning, teaching skills & strategies, inquiry and evidence in education, curriculum design, examining your assumptions, leadership development, and innovations in education.
Competent clinical faculty can find it challenging to step into the role of teacher, especially if they don’t have a background in education. The next generation of learners needs the capacity to discriminate vast amounts of information & extract & synthesize knowledge that is necessary for clinical and population based decision making. These developments point toward new opportunities for the methods, means, and meaning of education. The program provides a select group of those involved in training the next generation of healthcare providers with the knowledge base and skills to enhance their expertise in conducting an educational project of their own design and taking a leadership role in the educational activities at their home institutions.

The program consists of two week long sessions (in October and May) connected with one monthly session every second Wednesday during the months of November through March. Learning formats include large group presentations; interactive exercises; case-method teaching; problem based learning; observations; reflective use of journals; and discussions in large and small groups. A variety of faculty facilitated small group formats are used to support learning from observations, to draw together scholars with common interests, and to further the development of each scholar’s back home project for educational change.

The goal of the Harvard Macy Institute Program for Educators in Health Professions is to enhance the professional development all clinicians including but not limited to:  
  • Physicians
  • Nurses 
  • Nurse Practitioners 
  • Veterinarians 
  • Dentists 
  • Surgeons 
  • Physicians Assistant 
  • Occupational Therapist 





Learning formats include large group presentations; interactive exercises; case-method teaching; problem based learning; observations; reflective use of journals; and discussions in large and small groups. A variety of faculty facilitated small group formats are used to support learning from observations, to draw together scholars with common interests, and to further the development of each scholar’s back home project for educational change.

In support of improving patient care, Harvard Medical School is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Physicians 
The Harvard Medical School designates this live activity for a maximum of 30.50 credits Fall, 9.50 credits Winter & 29.25 credits Spring AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Nurse Practitioners and Registered Nurses
 For the purpose of recertification, the American Academy of Nurse Practitioners Certification Board and American Nurses Credentialing Center accept AMA PRA Category 1 Credit™ issued by organizations accredited by the ACCME (Accreditation Council for Continuing Medical Education). We would also suggest that learners check with their state licensing board to ensure they accept reciprocity with AMA PRA Category 1 Credit™ for re-licensure.
 
Physician Assistants
The National Commission on Certification of Physician Assistants (NCCPA) states that AMA PRA Category 1 Credits™ are acceptable for continuing medical education requirements for recertification. We would also suggest that learners check with their state licensing board to ensure they accept reciprocity with AMA PRA Category 1 Credit™ for re-licensure.

Canadian Accreditation

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.
 
European Accreditation
The American Medical Association (AMA) has an agreement of mutual recognition of continuing medical education (CME) credit with the European Union of Medical Specialties (UEMS). Additional information regarding this agreement may be found here: https://www.uems.eu/areas-of-expertise/cme-cpd/eaccme

ABMS/ACGME Competencies 
This course is designed to meet the following American Board of Medical Specialties (ABMS)/Accreditation Council for Graduate Medical Education (ACGME) competencies:
·         Professionalism, Patient Care and Procedural Skills

IOM Competencies
This course is designed to meet the following Institute of Medicine Competencies: 
·         Work in Interdisciplinary Teams, Apply Quality Improvement, Provide Patient-Centered Care, Employ Evidence-Based Practice

Disclosure Policy
In accordance with the disclosure policy of the Medical School as well as standards set forth by the Accreditation Council for Continuing Medical Education (ACCME), course planners, speakers, and content reviewers have been asked to disclose any relationships they have to companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. In addition, faculty have been asked to list any off-label uses of pharmaceuticals and/or devices for investigational or non-FDA approved purposes that they plan to discuss
 
Disclaimer
CME activities accredited by Harvard Medical School are offered solely for educational purposes and do not constitute any form of certification of competency. Practitioners should always consult additional sources of information and exercise their best professional judgment before making clinical decisions of any kind. 
 
Note: AMA PRA Category 1 Credit™ is calculated based on submission of a preliminary agenda and may be subject to change.


Tanja Adonizio

Guarav Agarwal

Oark Ahmed MD

Nutayla Al Harthy

Rahul Anand

David Ansari

Maneesha Bangar .MD

Ghofrane Benghanem

Maria Blanco, EdD

Barbara S Bregman, PT, PhD

Aleece Caron

Sarah Cavallaro

Jessica Chacon

Amar Chakraborty

Gregory S. Cherr

Sarah N Choo-Yick

Karina R. Clemmons

Scott B Crawford

Michelle M Crum

Taimur Dad

Rachel Elkin MD

Deborah R Erlich MD MMedEd FAAFP

Stephen Fabry, MD

Stephen Gerard Flynn

Preeta George

Alyce Getler

Stuart Goldman, MD

Professor
Medical Educator
Florida Atlantic University
Boca Rotan, FL

Jennifer S. Graber

Paul B Greenberg

catherine grossman

David V Gugliotti

Elizabeth Gundersen

Michele Favreau

Anna Handorf

Charles Hannum

Mark Hanson

Sheri Harder

Dominique M Harz Fresno

Mark Hernandez

Janette R Hill

Jeffrey I Hunt, MD

Julie Elizabeth Hurley

Lisa Jane Jacobsen

Eiman Jahangir

Karron J. James

Laura M Janneck, MD, MPH, FACEP

Vytas P Karalius

Caryn Katz-Loffman

Elizabeth Kaufman

Carrie C Kelly

Tabby A. Kennedy

reham khedr

Schoen W Kruse

Elvira Valentina Lang

Finza Latif

Jeremy J. Laukka

Heather Lawton

Paul C. Lee, MD, MS-HPEd, MPH

Wei Li

Karina Madrigal

Salma Malik

Caleb McKinney

Shalice D McKnight

Jennifer Meka

Brian Daniel Mikolasko

Erica O Miller

Megan M Milota, PhD

Ann M Murray

Rafid Mustafa, M.D.

Alberto Musto

Nancy D Nagib

Munima Nasir

Elahe Nezami, PhD

Yanire Nieves

Kendra KS Nordgren

Anthony Oboh

Andrea Orsey

Adwoa Osei

Georgina Osorio

Indu S Partha, MD

Antonia Quinn

Jyotsna S Ranga

Gail Rice

Carla Romney

Jennifer L. Saylor

Michelle Schmude

Brian Sharp

Cameron L Smith, DO, FACOI, FACP, FACMPE, CPE

samira k syed

Winston Tan

Daniel T Thibodeau DHSc, MHP, PA-C

Nicolas Thibodeau Jarry M.D., MMSc (MedEd)

Ann C Thomas

Zoe Tseng

Brian Turigye

Demidmaa R Tuvdendorj

Marjel van Dam

Keith Wilson, MD., Ph.D

Brandan Wormsbacher

Jennifer C Yu

Kenya V. Beard, EdD, AGACNP-BC, CNE, ANEF, FAAN

Stephanie Mann

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