Harvard Macy Community Blog

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

HMI Guest Authors

Add as Friend Message author Subscribe to updates from author

The Harvard Macy Institute was established in 1994 with a grant from the Josiah Macy Jr. Foundation. The Institute is a collaborative effort of Harvard Medical School, the Harvard Graduate School of Education, and Harvard Business School. 


The Harvard Macy Institute brings together health care professionals, educators, and leaders to discuss the critical challenges of the day and design innovative solutions that have a lasting impact on the way medicine is practiced and students are educated. Our goal is to foster transformative learning experiences that prepare the Harvard Macy scholars to lead institutional change as well as discover and harness new perspectives which may contribute to their professional growth. 

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!”

Continue reading
597 Hits
0 Comments

#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!

 

...
Continue reading
400 Hits
0 Comments

Co-facilitating Small Group Learning Environments: Creating Meaningful Connections at a Virtual Conference

Virtual conferences appear to be the new reality. Although this format offers a number of advantages such as better accessibility for learners and the possibility to have speakers from all over the world without the need to travel, the main difficulty lies in creating “real” connections and networking opportunities. This is paramount for a conference such as the Harvard Macy Institute Program for Educators in the Health Professions, which offers a number of small group activities where interaction and connection amongst scholars is essential to have fruitful discussions. In this blog we offer our tips for co-facilitating in virtual environments.

Continue reading
1174 Hits
0 Comments

“Unmasking” in the Era of COVID-19

This joint narrative reflection weaves through the experiences of three female physicians, practicing internationally during the COVID-19 pandemic. It uses the metaphor of the ubiquitous masks we now all wear to explore the boundaries between caregivers and patients and the unanticipated “unmasking” that has taken place across technological platforms, in hallways and patient spaces. The focus is on the commonality of experience of clinical caregivers in these extraordinary times, despite the diversity of social and cultural settings. Most importantly we describe what has been uncovered and what other health care providers might take away from this once-in-a-life-time experience.

Continue reading
1230 Hits
0 Comments

Designing Programmatic Assessment Structures to Support Learning

Among the myriad disruptions the COVID-19 pandemic has caused, medical educators are thinking about how they can ensure students moving through adapted curricula are progressing appropriately, and are motivated as they learn in this new environment. We recently published a 12-tips article: Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system. This paper provides practical advice for schools to consider to help students learn from assessments and to learn with the goal of becoming excellent physicians. We encourage educational leaders and students to utilize evidence-based assessment practices to support these learning goals.

Recent Comments
Guest — Syaiful Ahdan

Thank Information

Thankyou for infomation, very good for my institut http://ww.teknokrat.ac.id
Friday, 09 October 2020 3:03 AM
Guest — marlynbradley

PLC, HMI, Inverter, Microcontr...

Beautifully explained. An incredible blog post
Saturday, 09 January 2021 6:06 AM
Continue reading
1849 Hits
2 Comments

Hematology Oncology Collaborative Videoconferencing (Heme/Onc COVID) Learning Initiative: Unleashing the Potential of Trainees as Leaders in Medical Education

Arriving on the US west coast in January of 2020, the SARS-CoV2 pandemic impacted all aspects of life, including medical practice and education. Medical trainees were among the first to assume roles of direct and consultative care providers for patients suffering from SARS-CoV2. At the same time, structured in-person didactics - a cornerstone of medical education and trainee development - were placed on hold. Standard educational models struggled to overcome the challenges imposed by Center for Disease Control and Prevention’s recommendations on social distancing. This was compounded by frequently changing provider schedules due to continually evolving patient, hospital, and community needs. This new environment fostered feelings of isolation and fear of the unknown among trainees who were on the frontlines of the battle against COVID-19. In this setting, a clear need arose for a novel shared medical education platform capable of rapidly disseminating SARS-CoV2 content rooted in cross-disciplinary medical expertise.

Continue reading
1443 Hits
0 Comments

Defining a Framework for Health Science Education Innovation

Over the past several months, we have seen how innovation in health science education (HSE) plays a critical role in health and science discovery as our community continues to address challenges presented by the COVID-19 pandemic. During this time, many of our colleagues have demonstrated the courage to take risks, experiment, fail, and try again—often resulting in an improvement on their original ideas. HSE innovation moves us beyond the common, incremental changes and quality improvement initiatives commonly seen within our organizations. To continue advancing health and science through education innovation, it is important to define a framework that helps us better understand what HSE innovation means. 

Recent comment in this post
Guest — Charlie Cooped

Thank you!

I remember being introduced to the importance of assessing the health impact of medical educational innovation when I attended one... Read More
Thursday, 17 December 2020 6:06 PM
Continue reading
1707 Hits
1 Comment

HMI Community Day 2020

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

Please join us TODAY, August 11th 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 #HMIHCE.

Thank you for helping us celebrate our worldwide community!

Did you know that the Harvard Macy Institute has a podcast? Episodes hosted by Victoria Brazil have discussed leadership during COVID-19, systems of assessment, and virtual communities of practice.

...
Continue reading
849 Hits
0 Comments

Mentors without Borders: A Global Community of Mentors, Scholars and Leaders in Health Professions Education

 Fifteen ‘mentors’ participated in this world café workshop: Nearly 35 participants attended and rated the format highly. During the process of debriefing and reflecting on what worked well and how the workshop could be improved, the group members decided to continue the working relationship and transform into a community of mentors and collaborators. We have worked together since September 2019, publishing papers on speed mentoring and career development for educational leaders and scholars and working on 2 more. We learn from each other and mentor each other.

Recent comment in this post
Guest — Andrew Ong

Hi from singapore

This is something I would really love to be involved in. Greetings from Singapore
Wednesday, 09 September 2020 12:12 AM
Continue reading
2065 Hits
1 Comment

Students as Partners: Working with students to co-create medical school curricula

As they listen to lectures, work through group learning activities, and study, students may recognize discrepancies in content, flow of material, repetitions, and more. Obtaining student feedback can be very helpful in guiding curriculum design. Students can provide formative feedback to faculty – for example, if a student did not feel that they learned from a particular lecture, they can offers suggestions for how to improve. In turn, faculty can acknowledge student feedback and respond to it, thus closing the feedback loop (as we see in Kern’s 6 Steps to Curriculum Development). If changes were suggested, the faculty member can respond to the class to explain why they could or could not make that change – which students will appreciate!

Recent Comments
Natasha Louise Yates

Students are just the start...

Well done on a great blog and conversation starter. I agree that it is helpful for students to be engaged with their curriculum d... Read More
Monday, 18 May 2020 6:06 AM
Senthil Kumar Rajasekaran, MD

Suggestions

Hi Natasha, Thank you for your comments and it was a delight to work with Sarina. Below are my thoughts: 1. It is a great idea to ... Read More
Tuesday, 19 May 2020 4:04 PM
Continue reading
3339 Hits
2 Comments

Building New #MedEd Communities with Old Friends

It started with a Twitter post. To celebrate #HMICommunity Day, Holly Gooding (Educators ’10) shared a photo from the rooftop of the Grady Hospital parking deck in downtown Atlanta, the gold dome of the State Capitol building gleaming in the background on a sweltering summer day. Lynda Goodfellow (Educators ’16) recognized that backdrop as the same one from her own office and reached out to Holly. Over coffee in the Georgia State University (GSU) Student Center, where she serves as Associate Dean for Academic Affairs, Lynda updated her former project group facilitator on the success of her HMI project. Lynda had just welcomed her inaugural class of interprofessional faculty into the Lewis College Teacher Scholar Academy at GSU. Wait a minute, thought Holly. That sounds similar to Linda Lewin’s (Educators ’97) Woodruff Health Educators Academy at Emory University, Holly’s new academic home. Could it be that both Linda and Lynda were transforming interprofessional education in Atlanta using Harvard Macy Institute principles?

Continue reading
1699 Hits
0 Comments

Education as a Catalyst for Health Care Transformation

Improving community and population health is in the core mission statement of many medical schools. However, physician training happens within the same system that has led the United States to disproportionately spend on its healthcare system. While wealthy countries like the U.S., tend to spend more per person on health care and related expenses than lower income countries. However, the U.S. spends more per person on health than comparable countries. Health spending per person in the U.S. was $10,224 in 2017, which was 28% higher than Switzerland, the next highest per capita spender.  The all-encompassing social determinants of health, politics, and vested financial interests heavily influence policies affecting population health. It would be useful for us to take a moment reflect upon the problem.

Continue reading
2639 Hits
0 Comments

The Art of Education: The Harvard Macy Institute’s Art Museum-based Health Professions Education Fellowship

A foundational principle of the Harvard Macy Institute (HMI) is to build and nurture collaborations to foster cross disciplinary learning and problem solving. Early collaborations begun with the plans described in the 1994 successful grant submission to the Josiah Macy Jr. Foundation, which laid the foundation for our 26 year collaborations with faculty at the Harvard Medical School, the Harvard Graduate School of Education and the Harvard Business School. The Macy Foundation’s assumption was that neither institution would be as successful working in isolation as they would be in partnership. This blog post tells the story of another fruitful collaboration - one in which health professions educators and museum educators collaborated to design a new fellowship, sponsored jointly with the Cambridge Health Alliance and now part of the HMI course portfolio.

Continue reading
4168 Hits
0 Comments

4 steps to revitalize a tired post-graduate curriculum

Since as early as the 1880s, psychologists studying human memory generated “forgetting curves” which attempt to illustrate memory retention over time. It is thought that adults retain less than 30% of lecture-based content which diminishes over time, and yet this is still a commonly used platform for teaching in medical education. At my institution, our radiology residents receive nearly two hours of dedicated teaching each day, at least half of which is lecture-based didactics. I vividly remember sitting through those 45-minute lectures as a resident, often after lunch, struggling to pry my eyes open. 

Continue reading
2284 Hits
0 Comments

HMI Community Day 2019

The Harvard Macy Institute is a dedicated community of practice with more than 5600 alumni from 81 countries worldwide. We work hard to keep our community connected online, and one of our special initiatives is our annual #HMICommunity Day. This year, we celebrate 25 years of the Harvard Macy Institute with deepest gratitude to our worldwide community of healthcare professionals transforming education and healthcare delivery.

Please join us TODAY, August 13th 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 #HMIHCE.

Thank you for helping us celebrate our worldwide community!

 

...
Continue reading
1223 Hits
0 Comments

Implementing Collaborative Learning Methods

After reflecting on the two years we spent at the Harvard Macy Institute Program for Educators in the Health Professions course as learners and teachers, it became more apparent that health professions educators cannot just talk about collaborative learning methods. Instead, we must figure out a way to incorporate these pearls into our everyday practice to promote effective teaching and learning throughout the medical education continuum. During our time at the course, we have seen that by weaving collaborative learning methods into the delivery of education, knowledge is fostered, teamwork is promoted, and a true excitement for learning new concepts occurs. One challenge that may impede us from implementing collaborative learning methods into our own teaching strategies is lack of time; however, to be the change agents that healthcare needs, we have a duty to better prepare our learners for their future role as healthcare providers. How do we do this? The answer may not be that difficult. In fact, by using collaborative learning methods, you may find that students develop a deeper understanding as they practice synthesizing and applying healthcare concepts.

Continue reading
2635 Hits
0 Comments

Collaboration at its Best: Psychiatry Trainees Reflect on their Experience in the Harvard Macy Program for Post-Graduate Trainees

As five Psychiatry trainees, we had the exciting opportunity to meet one another at the 2018 Program for Post-Graduate Trainees: Future Academic Clinician-Educators, co-sponsored by the Harvard Macy Institute, the MGH Institute of Health Professions, Boston Children’s Hospital, and the Icahn School of Medicine at Mount Sinai. We quickly realized that we all shared the same passion and zeal for medical education, working with trainees, and collaborative work! This enthusiasm resulted in the spontaneous decision to collaborate on a combined "Harvard-Yale" project for the annual American Psychiatric Association Meeting.

Continue reading
2882 Hits
0 Comments

Developing Leaders Through an International Collaboration: Introducing sanokondu

Many health care systems are faced with increased demands for safe and effective health care delivery as well as easier access to affordable health care services. These developments have resulted in the need for reform to the socioeconomic, political and medical educational agendas of several countries around the world. Central to these agendas is the need for leader and leadership development in medical training programs and integrating leadership education into the curricula of these diverse programs. Over time, educational frameworks have emerged in different countries to address this need for physician leadership education and many of them describe leadership using concepts like professionalism, communication, collaboration, advocacy and scholarship. Still, the process of reform and the implementation of leadership education proves to be difficult to achieve in the formal training programs of physicians. In this blog post, we introduce readers to sanokondu which is an international collaboration aimed at developing leaders within medicine globally.

Continue reading
4047 Hits
0 Comments

Reflections Across the Career Continuum, One Year Post-Harvard Macy

In 2018, Cathy Grossman and Lekshmi Santhosh completed the Harvard Macy Program for Educators in the Health Professions. They were frequent seat mates in the back row. While there, they discovered they were both Pulmonary and Critical Care trained – but at different places temporally in their careers. They were also both clinician educators, however Lekshmi was in her fellowship while Cathy was a decade out of fellowship. We thought it would be interesting to ask them some questions about their experience and how they were both able to apply their new knowledge at their home institutions, at two distinctly different points in their careers.

Continue reading
2029 Hits
0 Comments

Behind the Curtain with Vinny Arora & Nirvani Goolsarran: Bridging Leaders

Josiah Macy, Jr. Foundation Faculty Scholar and 2018 Scholar Vineet Arora, M.D., recently accepted the new Associate Chief Medical Officer-Clinical Learning Environment role at the University of Chicago Medicine. Vineet previously worked in graduate medical education to improve the clinical learning environment for residents and fellows by aligning institutional priorities with the work that trainees do on a daily basis. She is expanding this work to the whole health system, in her role as a “bridging leader.” She recently completed the Program in Health Professions Educators with Nirvani Goolsarran, an Associate Internal Medicine Program Director at Stony Brook University Hospital who is also a bridging leader in quality and education and active in the growing bridging leader community. We thought it would be interesting to ask them some questions about bridging leaders and how they were able to apply their knowledge gained at the course to these new roles.

Continue reading
3225 Hits
0 Comments