Harvard Macy Community Blog

Fostering the ongoing connectedness of health professions educators committed to transforming health care delivery and education.

The Harvard Macy Institute Podcast S2 E8: A Curious Case of the Phantom Professor with Bas Uijtdehaage and Lauren Germain

The Harvard Macy Institute Podcast aims to connect our Harvard Macy Institute community and to develop our interest in health professions education topics and literature. Our podcast is hosted by our Program for Educators in the Health Professions course faculty Victoria Brazil, and features interviews with health professions educators about their scholarly work.

S2 E8 podcast is a conversation between Vic Brazil, Sebastian (Bas) Uijtdehaage, and Lauren Germain about why student evaluations of teaching (SETs) can appear ‘mindless,’ and about the inadequacies of many student evaluation systems in educational institutions.

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Book Review: The Do-It-Yourself Mentorship Playbook

Are you looking for better mentorship? Are you waiting for your mentee to start carrying their fair share? Are you tired of spending time figuring out how to get ahead in academic medicine instead of actually getting ahead? If so, read on.

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The Harvard Macy Institute Podcast S2 E7: Welcoming new scholars into the Harvard Macy Community of Practice

The Harvard Macy Institute Podcast is hosted by our Program for Educators in the Health Professions course faculty Victoria Brazil. This episode features a conversation with Program for Educators course directors Liz Armstrong and Holly Gooding and program manager Todd Fowler, in a discussion welcoming new course scholars into our worldwide community of practice.

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The Harvard Macy Institute Podcast S2 E6: Digital presence with Traci Wolbrink

The Harvard Macy Institute Podcast aims to connect our Harvard Macy Institute community and to develop our interest in health professions education topics and literature. Our podcast is hosted by our Program for Educators in the Health Professions course faculty Victoria Brazil, and features interviews with health professions educators about their scholarly work.

S2 S6 podcast is a conversation between Vic Brazil and Traci Wolbrink about ‘digital presence’ – how to establish and manage our online identities, including the overlap of personal and professional identities. It’s a fun ‘meta’ experience – a podcast recorded ‘live’ during the 2021 HMI Transforming Teaching for the Virtual Environment course.

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September 2021 #MedEdPearls: A Recipe for Designing Motivating Learning Experiences to Enhance Learner Performance: Lessons Learned from the 2021 International Association of Medical Science Educators (IAMSE) Annual Conference

During his plenary at the June 2021 IAMSE annual conference entitled “Top Ten Ways an ID [Instructional Designer] can help you Define the New Normal,” Dr. Atsusi Hirumi reminded us that learner motivation is as important as ability (i.e., skills and knowledge) and opportunity in determining performance.

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A Clinician’s Reflection on Teaching without Training

Over the years, I have been fortunate enough to teach Nurse Practitioner (NP) students in both clinical and classroom settings. Teaching, especially regarding topics about which I am passionate, can be incredibly rewarding. However, I have found that doing so without training as an educator can also be tremendously challenging. 

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Behind the Mask: Lessons in Professional Identity Formation

Medical students are constantly molding and reshaping their sense of identity in response to multiple internal and external forces coupled with their evolving understanding of what it means to be a physician. It is normal for students to struggle with their professional identity at any given point in time during their educational journey. Much of the identity work that takes place during medical school takes occurs through the informal processes embedded within the hidden curriculum. In this setting, students are told one thing in the formal learning setting while observing something completely different in the clinical environment. This juxtaposition contributes to identity conflict, particularly if a student is trying to be accountable to multiple influences that don’t align. 

With this in mind, helping medical learners explore their professional identity formation (PIF) is a central responsibility in medical education. To facilitate this, we have adapted the use of mask making in the specific context of examining PIF in medical education. Human beings are biologically conditioned to respond to faces. Masks, therefore, evolve from a longstanding and fundamental human need to explore meaning and belonging, navigate transitions and ensure survival. As such, the act of mask making represents both process (constructing the mask) and product (the mask itself). Mask-making, therefore, is a unique modality to foster reflective expression and professional growth.

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October 2020 #HMIChat Recap: The Synergy of Quality Improvement and Education in Healthcare

As health professions educators, we strive to train professionals who deliver high quality care that is timely, effective, efficient, equitable, patient-centered, and safe. Health professions education is necessary but not sufficient for high quality care and requires more than principles of quality improvement - involving all stakeholders to make the changes that will lead to better patient outcomes, better system and better professional development are fundamental to change and are often more readily accessible than it may seem.

The October #HMIChat “The Synergy of Quality Improvement and Education in Healthcare” resulted in robust discussion by the community of practice on the “why” and “how” participants contextualize education in healthcare quality improvement.

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Pandemic Pandemonium – Finding Constancy During the COVID-19 Era

As health professions educators, teachers, family, friends and as humans… we are still reflecting on 2020 and working towards a better 2021 and beyond. Many of us find comfort in academic medicine with a predictability of caring for patients, teaching trainees, and promoting self-learning. But how many of us expected to navigate a full-blown pandemic? Raise your hand if you graduated from your training feeling “if there is a pandemic, I am ready!”

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#MedEdPearls August 2021: Returning to Campus with Intention

As many of us are preparing to return to work, it is important to consider what that return looks like and how we will approach our work differently post pandemic. A recent article in the Harvard Business Publishing Education section prompts higher education institutions to consider a four-step framework for implementing best practices resulting from the COVID era.

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#HMICommunity Day 2021

The Harvard Macy Institute has been a dedicated worldwide community of practice for more than 25 years, with more than 6000 alumni from 81 countries.

We work hard to keep our community connected virtually! One of our special initiatives is our annual #HMICommunity Day. This year, we again celebrate with sincere gratitude to our worldwide community of healthcare professionals transforming education and healthcare delivery during challenging and uncertain times.

Please join us TODAY, August 10th for #HMICommunity Day - a virtual celebration of our worldwide community of practice! As alumni and friends, join us in showing support for our organization by tagging us in a photo and/or message on one of our three social media platforms – Twitter, Facebook, or LinkedIn – and letting us know what the Harvard Macy Institute means to you. Please tag all messages with our hashtag #HMICommunity, and the hashtag of courses you have attended - #HMIEducators, #HMIAssessment, #HMILeaders, or #HMIVirtual.

We look forward to your engagement on #HMICommunity Day, and welcome an even more joyful 2022. Thank you for helping us celebrate our worldwide community!

 

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Pushing Geographic Boundaries in the Fight Against COVID-19

At the onset of the pandemic in New York City, our medium sized midtown hospital exhausted our meager stockpile of personal protective equipment (PPE) faster than a forest fires ravages. One reason briskly identified was the failure to cohort COVID-19 patients on a single floor. The other more important cause was that medicine teams in our hospital have patients scattered throughout the hospital in a non geographic model across 4 different floors. Within 2 weeks, administration and hospital medicine leadership developed a geographic model. We started cohorting all COVID-19 positive patients on separate floors from negative patients. A geographic physician team model was also developed, which allowed physicians and nurses to don and doff at the entry and exit of each COVID-19 unit. 

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From Wandering to Wondering – Bringing Mindful Practice to the Bedside

Not all who wander are lost…but many of us are. How often have you wandered through a day unaware of your own physical and emotional presence as you walk from one patient to the next? Take it a step further – how often have you cared for “another (insert common diagnosis) patient” with a checklist of management protocols? How often have you felt on the verge of burnout?

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The Harvard Macy Institute Podcast S2 E5: Artificial Intelligence for Health Professions Education

The Harvard Macy Institute Podcast aims to connect our Harvard Macy Institute community and to develop our interest in health professions education topics and literature. Our podcast is hosted by our Program for Educators in the Health Professions course faculty Victoria Brazil, and will feature interviews with health professions education authors and their research papers.

Podcast #14 features HMI faculty member Martin Pusic, in a discussion about artificial intelligence (AI), big data, analytics and algorithms – and how they might transform healthcare and health professions education        

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Simple Steps to Making Communication a Strength of Your Online Course

Whether through an official faculty development training or informal feedback from a colleague, you have probably been told about the importance of communication in health professions education more times than you can count. Given the current, and likely future, emphasis on online learning, communication with students is more important than ever before. But what exactly is meant by “communication” and, more importantly, how do we use it to positively influence student learning in an online environment? Let’s take a look at the different types of communication needed in online learning and how to make it an asset in your program:

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Medical Trainee Assessment: A Challenging, But Necessary Component of Medical Education

Many of you have faculty responsibilities that include evaluating trainees of different levels, specifically undergraduate and graduate medical education. These assessments are often used as the foundation for both formative and summative feedback and play an important role in determining medical competence. As the goal of any training program is to graduate professionals who can provide high quality patient care, it is of upmost importance that assessments are accurate, informative and truly reflective of a trainee’s performance. The implications of inaccurate assessments can potentially have real world repercussions, namely effects upon patient outcomes. There is evidence to support that gaps in clinical performance can persist into independent practice and speak to the quality of training received. Therefore it is reasonable to conclude that training programs must trust that assessments submitted by faculty are precise to the greatest extent possible.

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#MedEdPearls June 2021: Dare to Fail!

Have you ever asked yourself what you would attempt to do if you knew you could not fail? Failure is scary. It is typically not celebrated or advertised. However, in this #MedEdPearls, we look at ways to acknowledge and embrace our vulnerabilities and find the childlike wonder that comes from failure and leads to innovation. If we are not attempting great things, amazing things stop happening. By embracing failure, amazing things become possible. 

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The Harvard Macy Institute Podcast Season 2 Episode 4: Developing Leaders for Healthcare and Education

The Harvard Macy Institute Podcast aims to connect our Harvard Macy Institute community and to develop our interest in health professions education topics and literature. Our podcast is hosted by our Program for Educators in the Health Professions course faculty Victoria Brazil, and will feature interviews with health professions education authors and their research papers. 

Season 2, Episode 4 features Harvard Macy Institute Leading Innovations in Health Care and Education course directors Liz Armstrong, Derek van Bever and Josh Nagler, together with 2020 scholars Tanya Holt and Tanya Horsley, reflection on the why, what and how of developing leaders for 21st century education and healthcare.           

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Lessons from a Mobile Classroom Pilot: Rebuilding Trust with Underserved Populations During the Pandemic

That this past summer the Baystate Health WOW (Wellness on Wheels) bus, our mobile healthcare effort, rolled out into the community during the national crisis seems antithetic to our current context of virtual learning and social distance. As the pandemic hit underserved communities of black and Latinx residents in Western Massachusetts, the privilege of a planning period for the mobile classroom was replaced with an urgency to intervene.

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Making Lemonade: Reimagining the Visiting Professorship during a Pandemic

Shrouded in tradition and long held symbol of prestige in academia, the Visiting Professorship has arguably lost its original purpose of furthering education, and rather has remained a vestige of academic notoriety and fodder for promotion. As such, and in particular in the setting of economic hardships, the Visiting Professorship has been diminishing in popularity, with the few major academic radiology programs who host Visiting Professors reporting hosting just a handful per year. However, the educational advantages of a lecture or a didactic case conference by physician subject experts from different institutions have been long documented and are in particular advantageous in a rapidly evolving field such as radiology. Thus, as the pandemic upended medical education everywhere and radiology case volumes have drastically dropped which significantly decreased radiology residents’ educational opportunities we sought to leverage the increasing widespread utilization of videoconferencing and reinvented Visiting Professorship in a virtual format. 

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