Highly Interactive Virtual - Leading Innovations in Health Care & Education

Offered Annually

Next Course:
June 13 - 18, 2021

Course Brochure: Coming soon

Application deadline:
February 1, 2021
Fee:
TBA

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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

The faculty of the Harvard Macy Institute are keenly aware of the innovations in teaching and telehealth currently being implemented around the world and are pleased to offer our Program for Leading Innovations in Health Care and Education as a virtual course for 2021. Implementing and sustaining the innovations we are all experiencing will be a challenge as we emerge from this global pandemic. Our course will be highly interactive, utilizing multiple discussion management strategies to enhance the learning environment so as to be consistent with the Harvard Macy teaching culture. The course will be synchronous according to the Boston time zone, and all large group sessions will be saved for asynchronous viewing. Given the value of small group cohesion and the engaging discussions throughout this full fully immersive program, we ask that scholars commit to attending all sessions throughout the week of June 13-18, 2021.
Forward progress in healthcare delivery is dependent on fundamental reform across the continuum of healthcare 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 healthcare delivery system and educational environment. Design thinking examines what the target population needs and wants in a particular process or service. In this course, participants and faculty collaborate to develop strategies and action plans for leading innovation within their own evolving healthcare delivery systems and institutions. Relevant management studies and case-based learning focused on educational and clinical reform are used to conduct “deep dives” into the interlocking elements of change strategies. The goal is to help participants develop an impactful leadership style to fulfill their institutions’ educational and healthcare delivery missions./p>

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


  • Recognize the impact external forces (eg. the COVID-19 pandemic and post pandemic recovery) can have on health care delivery and education and harness these forces as opportunities for innovation.
  • Develop strategies to overcome resistance to change.
  • Anticipate the disruptive innovations likely to impact health care delivery and intertwined educational programs in the future.
  • Use design thinking and design processes to identify and meet needs of target populations.
  • Identify the local relevance of international trends in healthcare education and care delivery.
  • Assess an institution’s structure, processes, culture, and readiness for change.
  • Identify and develop leadership styles that foster systemic educational and clinical innovation.
  • Plan strategies for sustaining recent innovations that benefit the populations we serve.

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.

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Accreditation

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 32.75 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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