Program for Educators in Health Professions
Offered Annually
Application deadline is Friday, June 30th at 11:59pm
Fall session: October 2 - 6, 2023 (Virtual, 9-5 Mon-Fri)
Fall session: October 2 - 6, 2023 (Virtual, 9-5 Mon-Fri)
Wednesday, November 8, 2023 (Virtual, 7-8pm)
Wednesday, December 13, 2023 (Virtual, 7-8pm) ,
Wednesday, January 10, 2024 (Virtual, 12-5pm)
Wednesday, February 7, 2024 (Virtual, 7-8pm)
Wednesday, March 6, 2024 (Virtual, 7-8pm)
Wednesday, April 10, 2024 (Virtual, 7-8pm)
Spring session: May 6 - 10, 2024 (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.
Advances in the science of learning require health care educators to develop and practice new teaching skills consistent with the current knowledge of experiential learning theory. The goal of this Harvard Macy Institute Program is to provide a select group of participants 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 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:
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
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.
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.
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
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