The COVID-19 pandemic has sparked a parallel pandemic of psychological distress across the world. Health care staff who are at the forefront are also highly vulnerable to psychological distress. There are several pandemic related contributing factors including fear of getting sick and infecting others, increased work demands, disruption of normal routine, uncertainty about the future and social isolation. Quarantine itself is a risk factor and promotes social isolation.

The qualitative methods for global health research course at Harvard Medical School is a core course for two masters programs. This year the course welcomed students from seventeen different countries around the globe. For fourteen weeks, students gathered weekly to learn about qualitative research methods. For many of these students the opportunity to learn with and from new people, to network, and to experience different perspectives is a crucial part of their learning journey. Due to the unfortunate COVID-19 pandemic and the rapid transition to online learning, our teaching team made a conscious decision to make community building in the classroom a priority. Careful and thoughtful planning and a real commitment to creating a sense of community between our students became a part of each lesson plan every week.

The Harvard Macy Institute Podcast aims to connect our Harvard Macy Institute community and to develop our interest in health professions education topics and literature. Our podcast is hosted by our Program for Educators in the Health Professions course faculty Victoria Brazil, and will feature interviews with health professions education authors and their research papers.

Podcast S2E1 features Kieran Walsh, Clinical Director at the British Medical Journal (BMJ), discussing cost and value in health professions education.

How are you teaching? The question, and aptly titled teaching initiative, posed by The Michael V. Drake Institute of Teaching and Learning asks us to reflect on what discoveries about remote learning have surfaced and consider artifacts to curate and share with colleagues. What instructional strategies worked? What do you need to be successful in the virtual environment? Furthermore, what are the ways in which we are staying connected with peers and student learners? Quickly establishing communities of practice during the COVID-19 Pandemic is important. This #MedEdPearls highlights a teaching initiative leveraging an iterative rapid prototyping strategy for professional development.

The Harvard Macy Institute “Health Care Education 2.0 – Transforming Your Teaching for the Digital Age” course which I attended in October of 2019, is the most unusual continuing medical education courses I have ever taken. It was simultaneously one of the great learning experiences of my life while at the same time being just plain intense. Being of the baby boom generation, I have found myself neither knowledgeable of nor comfortable with tools now readily available for education in the digital age. I specifically chose this course to close this knowledge gap and increase my comfort level.