Leading Innovations in Health Care & Education

Offered Annually in Boston, MA

Next Course:
June 14 - 19, 2020

Course Brochure: course brochure PDF

Only a few seats remain, deadline extended:
March 27, 2020



Please note: Acceptance emails are sent 2-3 weeks after the registration deadline

Elizabeth Armstrong, PhD

Derek vanBever, BA, MA, MBA, MDiv

Josh Nagler, MD, MHPE

Course Objectives

Forward progress in healthcare delivery is dependent on fundamental reform across the continuum of health care education, including graduate and postgraduate education, continuing professional development, and accreditation processes. Using a systems approach and design thinking processes, participants are equipped with the tools and knowledge to lead and manage change in their health care delivery system and educational environment. Design thinking examines what the target population needs and wants in a particular process or service. The design process creates the product with the users’ needs in mind.

In this course, participants and faculty collaborate to develop strategies and action plans for leading innovation within their own evolving health care delivery systems and institutions. Classic management studies and case studies of educational reform are used to conduct “deep dives” into the interlocking elements of change strategies. The goal is to develop an impactful leadership style to fulfill their institutions’ educational and health care delivery missions.

Upon completion of this course, participants will be able to:

  • Anticipate the disruptive innovations likely to impact health care delivery and intertwined educational programs, including disruptive technologies.
  • Use design thinking and design processes to identify and meet needs of target populations.
  • Identify local relevance of international trends in health care education and resources as well as accreditation.
  • Assess an institution’s structure, processes, culture, and readiness for change.
  • Identify and develop leadership styles that foster systemic educational innovation.
  • Negotiate and build coalitions
  • Design strategic and operational plans
  • Obtain and allocate resources
  • Manage conflict and resistance to change

Course Description

Virtually all health care systems are struggling to contain costs while offering excellent quality health care to patients. Similarly, educational programs charged with training future health care providers are challenged with expanding numbers of students, efficiencies in teaching formats and increasing costs.

The program curriculum is designed to assist you in developing your own strategies for leading change within a rapidly evolving health care delivery system. Using classic management studies and case studies of education reform, you will analyze the interlocking elements of change strategies and develop guiding principles drawn from organizational research.

Teaching/learning formats include case studies with small and full group discussions, interactive presentations, and panel discussions. You will meet each day with others from similar institutions to develop action plans for change. The informal exchange of insights and experiences among international participants and faculty drawn from multiple professional disciplines is a vital part of the experience.

We are fortunate to once again offer this unique leadership course with Harvard Business School, Professor Clayton Christensen, internationally recognized for his teaching style and work on disruptive innovation, and best selling author of The Innovator's Prescription and Disrupting Class: How disruption will change the way the world learns. These books are becoming required readings in governments and Academic Health Centers around the world seeking to reform their health care systems and their education programs.

Attendance is limited due to the intensive teacher-learner interaction in a small group format.

Clayton Christensen, DBA (1953-2020)
Kim B. Clark Professor of Business Administration
Harvard Business School
Boston, MA

In memory of Clayton Christensen, co-director and co-creator of the Program for Leading Innovations course. Clay was the Kim B. Clark Professor of Business Administration at Harvard Business School. He was regarded as one of the world’s top experts on disruption, innovation, and growth strategy. He was twice named the world’s most influential business thinker and is the author of several books. Clay will be very much missed by our community and around the world.



The Harvard Medical School is accredited by the Accreditatio

n Council for Continuing Medical Education to provide continuing medical education for physicians.

The Harvard Medical School designates this live activity for a maximum of 42.25 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

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.

Through an agreement between the American Medical Association and the European Union of Medical Specialists, physicians may convert AMA PRA Category 1 Credit™ to an equivalent number of European CME Credits® (ECMECs®). Information on the process of converting AMA PRA Category 1 Credits™ to ECMECs® can be found at: www.eaccme.eu..

*Note: AMA PRA Category 1 Credit™ is calculated based on submission of a preliminary agenda and may be subject to change.

Harvard Medical School (HMS) adheres to all ACCME Accreditation Criteria and Policies. It is HMS’s policy that those who have influenced the content of a CME activity (e.g., planners, faculty, authors, reviewers, and others) disclose all relevant financial relationships with commercial entities so that HMS may identify and resolve any conflicts of interest prior to the activity. These disclosures will be provided in the activity materials along with disclosure of any commercial support received for the activity. Additionally, faculty members have been instructed to disclose any limitations of data and unlabeled or investigational uses of products during their presentations.

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.

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