Courses

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:  

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

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

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

 

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.