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Table of Contents The Harvard Macy Institute...2 Program for Educators in Health Professions... 4 A Systems Approach to Assessment in Health Professions Education..6 Table of Contents Leading Innovations
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Table of Contents The Harvard Macy Institute...2 Program for Educators in Health Professions... 4 A Systems Approach to Assessment in Health Professions Education..6 Table of Contents Leading Innovations in Healthcare and Education... 8 Become a Digital Citizen - Technology in Healthcare Education...10 Program for Post-Graduate Trainees: Future Academic Clinician-Educators...12 Participants, Masters Degree & International Collaborations, and General Information... Inside Back Cover REGISTER AT Harvard Macy Institute 1 Core Learning The Harvard Macy Institute An inter-professional, international incubator for innovators in healthcare education since 1995, the Harvard Macy Institute takes a collegial think tank approach to continuing professional development, bringing together diverse perspectives in healthcare education. It inspires participants to examine their own assumptions and behaviors in a new light, leading to fresh approaches to their careers and their capacity as leaders of organizational change. There are five programs offered by the Harvard Macy Institute so participants can choose an initial focus, and continue to build their expertise and network of innovative colleagues worldwide. This was by far the best professional development course or conference I have ever taken. It was challenging, engaging, exhilarating, very practical, yet appropriately theoretical and ultimately lifechanging. John Wiecha, MD, MPH, Associate Professor, Assistant Dean of Academic Affairs and Director of Academic Medicine, Boston University School of Medicine. CORE LEARNING PRINCIPLES The Harvard Macy Institute s programs encourage a warm, collegial atmosphere conducive to the exchange of ideas and the development of new knowledge, with a major focus on experiential learning and action planning. Each attendee becomes part of an inter-professional project team that collaborates on its members institutional projects. Core learning principles are common to each of the Institute s programs: Project-based with action planning. Each participant comes with a project and leaves with an action plan that has been guided by the course faculty and other participants, to maximize the potential for organizational change in one s home institution. Inter-professional and international perspectives. The Institute is committed to the cross-fertilization of ideas among all involved in healthcare education. Continuing education programs should reflect the environments in which their participants live and work. Participants frequently cite the importance of being introduced to the diversity of perspectives and experiences in healthcare, education, and institutions. Evidence-based, updated annually. The core program structure, which benefits from the experience of returning scholars, is a major reason for the Institute s enduring success. Each class day requires approximately two hours of prior reading or reflective preparation. For most, this is a rare opportunity to focus completely on what it means to be an educator and innovator in the healthcare professions. Continuous and expanding community of scholars. In addition to the friendships and network developed while attending an Institute program, participants become part of a broader community of scholars worldwide, dedicated to collaboration and innovation in healthcare education. Over 150 institutions have sent five or more faculty to the Institute over the years to create a critical mass of faculty to challenge the status quo, champion significant change, and collectively create a long-lasting legacy within their own institution. 2 Professional Development Programs for Academic Leaders in Healthcare LEARNING STRATEGIES Faculty model a diverse array of learning strategies: Case-method teaching Panel discussions Whole-group presentations Interactive exercises Observations and debriefs Feedback from faculty and colleagues, with use of videos Reflective use of journals Facilitated discussion in large and small groups Simulation exercise Academic poster design and reviews Learning Strategies Small groups are an essential component of the Institute s learning strategy, and are: held daily at the beginning of each morning to have in-depth discussions to review recent journal articles from a wide range of publications. used to model design thinking with a goal to produce innovations in health care delivery processes and education. designed to draw together scholars with common interests, and to further the development of each participant s back-home project for educational change. Attending the Harvard Macy Institute as part of a team that included three physicians, a pharmacist and a nurse opened a journey into understanding healthcare education from multiple perspectives. Viewing teaching and learning from the perspective of the multiple rather than the single profession opened a door to reviewing new ways of teaching and collaboration. Most enlightening was the effect that inter-professional communication has on professional competence and patient outcomes. Rosemary Plant, PhD, Academic Coordinator and Associate Professor, School of Nursing, University of California San Francisco Harvard Macy Institute 3 Program for Educators Program for Educators in Health Professions (January for 10 days, May for 5 days) Advances in the sciences of learning and new demands on healthcare providers globally require healthcare educators to develop and practice new educational, assessment, and leadership strategies. Program participants observe the differences between the instructor and learner perspectives, and learn how to implement and model evidence-based pedagogy. Participants gain the knowledge base and skills to: (1) enhance their expertise in curriculum design for programs and courses; (2) conduct an educational project of their own design at their home institution; and, (3) assume a leadership role in the educational activities at their institutions. A key goal of this program is to help participants translate educational innovations into scholarly work that can be recognized in international, peer-reviewed literature. Academic posters and abstracts are prepared by each participant for the May session, and reviewed by colleagues and faculty. This critical review prepares them for future projects that contribute to their academic portfolios, and foster the dissemination of scholarly projects. PROGRAM OBJECTIVES Upon completion of this course, participants will be able to: Apply theories of learning, adult development, cognitive science, and neuroscience to inform their own teaching practices and curriculum design efforts. Develop curriculum for programs that is driven by careful articulation between education principles and organizational mission. Incorporate new teaching strategies, practiced multiple times using microteaching with videotaping and peer review, into re-designed curriculum. Examine the missions and assumptions of different healthcare curricula, potential barriers to change, and identify ways to make transformational change. Examine assumptions that cause an immunity to change and impede personal and organizational transformation; learn a way forward to create sustainable change. Implement a cycle of observation, practice, assessment, and reflection to improve teaching and learning. Design teaching practices and faculty development programs with feedback loops for continuous quality improvement. Become an active member of an international community of scholars in healthcare education research, seeking to foster active and deep learning. Explore opportunities for publishing scholarly work in healthcare education and innovation, and contribute to the body of literature and best practices. Re-envision educational practices, curriculum design, and assessment to enhance learning with pedagogically appropriate use of technology. Incorporate leadership styles that increase the likelihood of acceptance of change. 4 Professional Development Programs for Academic Leaders in Healthcare... Coincident with revision and change in our medical school curriculum, Penn State College of Medicine has had the privilege of sending faculty to the Harvard Macy Institute s Program for Educators in the Health Professions. During their weeks of immersive learning and transformation, our faculty were given the space and inspiration to focus on the importance of scholarship, innovation, and adaptive change in education. They entered the program to better their educational work and emerged as change agents and scholars, inspired to align the education of the next generation of healthcare professionals with changing health system needs. Terry Wolpaw, MD, MHPE, Professor of Medicine and Vice Dean for Educational Affairs at Penn State Hershey College of Medicine, faculty member in the Division of Rheumatology COURSE DIRECTORS Elizabeth Armstrong, PhD, Clinical Professor of Pediatrics at Harvard Medical School, Founder and Director of the Harvard Macy Institute (HMI). Recognized worldwide as an expert in healthcare education and innovation, Dr. Armstrong has customized the HMI model through collaborative efforts internationally with physicians, nurses, and a wide array of other professionals and leaders determined to improve healthcare education and innovation. Her in-depth understanding of adult learning theories, cognitive sciences, outcomes logic models, and assessment in systems is especially germane for this program. Robert Kegan, PhD, William & Miriam Meehan Professor for Adult Learning & Professional Development, Educational Chair at the Harvard Graduate School of Education. Additionally, he is the Educational Chair for the Institute for Management and Leadership in Education, and the Co-director for the Change Leadership Group. Dr. Kegan is a developmental psychologist whose central interests are transformational learning and adult development in the context of the professions and organizational life. His work explores the possibility and necessity of ongoing psychological transformation in adulthood; the fit between adult capacities and the hidden demands of modern life; and the evolution of consciousness in adulthood and its implications for supporting adult learning, professional development, and adult education. This program requires commitment to a 10-day winter session and a 5-day spring session, and an educational project plan approved by the home institution. When scholars leave the winter session, they are linked to program faculty who will follow the progress of projects between sessions. During the spring residence at Harvard, the scholars will report on the development of their projects, analyze their experiences, and formulate new strategies for their institutions. Program for Educators Harvard Macy Institute 5 Systems Approach A Systems Approach to Assessment in Health Professions Education (March for 6 days) As institutions heed the clarion call to become data-driven, good intentions to collect and act upon assessment data can fall flat without a sound systems strategy. In this program participants learn the implications of viewing health profession education programs as a complex adaptive system as well as a subsystem within an overarching healthcare system. Systems thinking has become a serious focus of attention for accreditation bodies worldwide. This is a valuable program for anyone charged with overseeing assessment at the student, program, or institutional level. It is a must for those preparing for accreditation or review. I learned so much over the past week and met some amazing educators from around the world. I now have a different perspective on how to assess learners and how to frame everything with systems thinking. COURSE OBJECTIVES Upon completion of this course, participants will be able to: Design a dynamic and relevant assessment program that meets accreditation criteria while also providing timely information to promote continuous quality improvement. Apply systems thinking to identify critical interrelationships between system components to achieve specific goals, optimize process functions and add value to their graduates capabilities. Ensure that efficient communication pathways are in place to serve as feedback loops directing assessment information to individuals or groups best positioned to make needed adjustments or take necessary actions. Align assessment designs with curriculum goals and develop assessment strategies to gather data from disparate sources for analysis and interpretation in the context of desired measurable outcomes. Define relevant evaluation criteria for courses, programs, and institutions based on an understanding of the benefits and shortcomings of various methodologies. Apply appropriate conceptual frameworks for assessing competencies, milestones and entrustable professional activities. Utilize a toolbox of best practices for program and institutional accreditation. Use an outcomes logic model to guide assessment planning and clearly communicate program or learner outcomes. Hai Jung Helen Rhim, MD, MPH, Attending Physician, Division of Pediatric Hospital Medicine, Assistant Professor of Pediatrics, Albert Einstein College of Medicine, Program Director, Pediatric Hospital Medicine Fellowship, The Children s Hospital at Montefiore, The Pediatric Hospital for Albert Einstein College of Medicine. 6 Professional Development Programs for Academic Leaders in Healthcare... PROGRAM CO-DIRECTORS Thomas Aretz, MD, Associate Professor at Harvard Medical School, Vice President of Partners HealthCare International, where he also directs their academic alliances. Dr. Aretz s scholarly focus is on curricular design and integration, including a systems approach to communication and learning, expertise shared at the Harvard Macy Institute and through international experiences in over 30 countries. Dr. Aretz has considerable experience in assessment of institutions and curriculum as well as healthcare policy development using sound systems assessment strategies. Elizabeth Armstrong, PhD, Clinical Professor of Pediatrics at Harvard Medical School, Founder and Director of the Harvard Macy Institute (HMI). Recognized worldwide as an expert in healthcare education and innovation, she has customized the HMI model through collaborative efforts internationally with medical schools, countrywide health care systems, and hospitals and a wide array of professionals and leaders determined to improve healthcare education and innovation. Her work with learning theories, outcomes logic models and assessment in systems is especially germane for this program. Constance Bowe, MD, Professor Clinical Neurology (Emeritus), UC Davis and Senior Consultant, Partners HealthCare International, where she collaborates with international colleagues to improve the training of physicians and health-care professionals. Dr. Bowe s academic career focused on basic and clinical research in neurodevelopment. Her fascination with teaching and learning theories led to extensive work on curriculum reform, faculty development, and learning communities. Dr. Bowe s expertise on assessment in systems is particularly valuable for this course. Dr. Louis N. Pangaro, M.D., MACP, is Professor and Chairman of the Department of Medicine at the Uniformed Services University, the federally funded medical school, where Dr. Pangaro has been one of the faculty leaders of curricular redesign. He created a new framework for defining expectations of students and residents (the RIME scheme: Reporter, Interpreter, Manger, Educator) now used in half of American medical schools, a conceptual alternative to the traditional knowledge-skills-attitudes paradigm. Dr. Pangaro has worked with many schools to design reliable and valid evaluations. Systems Approach outcomes DATA Test Scores Skills Performance Ratings/Rankings Osces EPAS Competencies team projects Teaching assessments MILESTONES Course Evaluations viewed in Context PROCESSES & Procedures Consolidate Synthesize Analyze Interpret Actionable Information for CQI Systems Function Learning Teaching Curriculum Processes Institutional Learning + Component Synergy Interrelationships Cause and Effects Harvard Macy Institute 7 Leading Innovations Leading Innovations in Healthcare and Education (June for 6 days) 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. This program was packed with content that widened my perspective exponentially and prepared me to adapt to changes in education that are on the horizon. Meeting and networking with other educators was an integral part of the experience, allowing me to create positive relationships that I will draw on as I help to move our institution forward. Michael P. Flanagan, M.D., FAAFP, Professor and Vice-Chair, Family and Community Medicine, Assistant Dean for Curriculum and Student Affairs, The University Park Regional Campus at Penn State College of Medicine. COURSE OBJECTIVES 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 healthcare 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. 8 Professional Development Programs for Academic Leaders in Healthcare... PROGRAM CO-DIRECTORS Elizabeth Armstrong, PhD, Clinical Professor of Pediatrics at Harvard Medical School, Founder and Director of the Harvard Macy Institute (HMI). Recognized worldwide as an expert in healthcare education and innovation, she has customized the HMI model through collaborative efforts internationally with physicians, nurses, and a wide array of other professionals and leaders determined to improve healthcare education and innovation. Dr. Armstrong has created innovation networks that have made lasting changes in institutions and medical systems, and has mentored hundreds of innovators in healthcare education. Clayton Christensen, DBA, Kim B. Clark Professor of Business Administration at the Harvard Business School with a joint appointment in the Technology & Operations Management and General Management faculty groups. Dr. Christensen is internationally-renowned for his seminal work on disruptive innovation, teaching managers how to build and manage an enduring, successful organization or transform an existing organization. His best-selling books include The Innovator s Prescription: A disruptive solution for health care and Disrupting Class: How disruption w
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