Leading Innovations in Health Care & Education
(Offered Annually)
In person - Boston, Massachusetts
June 9-14, 2024
In person - Boston, Massachusetts
June 9-14, 2024
Forward progress in health care 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. Relevant 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.
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. Relevant 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:
• Recognize the impact external forces (eg. the COVID-19 pandemic) can have on health care delivery and education and harness these forces as opportunities for innovation
• Anticipate the disruptive innovations likely to impact health care delivery and intertwined educational programs in the future, including disruptive technologies
• Use design thinking and design processes to identify and meet the 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
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.