Leading Innovation in Health Care and Education
In person - Boston, Massachusetts
June 1-6, 2025
June 1-6, 2025
Innovating within health professions education demands an interdisciplinary understanding of the forces shaping health care delivery and the complex educational environments where we teach and learn. In collaboration with Harvard Business School faculty, this program offers fresh insights to help leaders initiate, support, and sustain meaningful change at their institutions. This immersive, hands-on program focuses on design thinking and applying business theories like disruptive innovation to strategic decision-making and change management for educational leaders and innovators in health care.
Enhancing leadership skills is critical for advancing careers and keeping pace with the evolving landscape of healthcare, technology, and education. Participants representing the full spectrum of health professions who work with learners across the continuum of undergraduate, graduate, and postgraduate education, attend from countries worldwide. The diversity of perspectives and experiences among faculty and scholars fosters a rich, collaborative, and collegial learning environment. Central to the program are group innovation projects using a design thinking framework, which provide practical experience in developing user- and learner-centered initiatives and creating action plans to drive innovation.
The program features Harvard Business School case-based teaching, insights from international leaders, and small group activities with high faculty-to-scholar ratios. The curriculum integrates principles of leadership, innovation, change management, organizational culture, educational technology, and global perspectives on health care and education. Relevant case studies on healthcare models and higher education reform provide a scaffolding for deep dives into change strategies. Participants can also choose from many electives aligning with their interests and professional goals.
Designed for health professions educators who are looking for an interactive, transformative experience, this program integrates theoretical frameworks with practical tools and case studies to help participants effectively lead and manage change in clinical and educational settings.
Upon completion of this course, our scholars will be able to:
- Utilize design-thinking to develop user-centered, learner-centered, and patient-centered initiatives in health professions education
- Describe the theory of disruptive innovation and identify opportunities to apply it within the context of health care and education
- Recognize the importance of organizational culture in understanding institutional readiness for change
- Identify leadership strategies and styles that foster systemic educational innovation
- Leverage interdisciplinary insights, international trends, and global best practices to support strategic decision making and innovation
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 models of educational reform, you will analyze the interlocking elements of change strategies and develop guiding principles drawn from organizational research.
Teaching/learning formats include case studies built around small and full group discussions, interactive presentations, and panel discussions. You will meet each day with other leaders 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.
Teaching/learning formats include case studies built around small and full group discussions, interactive presentations, and panel discussions. You will meet each day with other leaders 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.
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 37.75 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.
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.
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
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, Interpersonal and Communication Skills, Procedural Skills
IOM Competencies
This course is designed to meet the following Institute of Medicine Competencies:
· Work in Interdisciplinary Teams, Apply Quality Improvement, Work in Interdisciplinary Teams
Disclosure Policy
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
Disclaimer
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.