Harvard Macy Community Blog

Fostering the ongoing connectedness of health professions educators committed to transforming health care delivery and education.

#MedEdPearls July 2017: Peer Observation

The Peer Observation of Teaching Handbook

A group of faculty developers have come together to carry on a tradition started by Steve Davis, to highlight faculty development resources and strategies each month.

This month we are highlighting a wonderful resource available in MedEdPortal, The Peer Observation of Teaching Handbook written by Lori R. Newman, David H. Roberts, and Richard M. Schwartzstein from Harvard Medical School (2012).  We are also hoping to extend an engaging conversation in Twitter at #MedEdPearls. 

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Gregg Wells

peer evaulation of online teac...

The Peer Observation of Teaching Handbook is a wonderful resource. As the blog post notes, The Peer Observation of Teaching Handb... Read More
Thursday, 13 July 2017 8:08 PM
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High-Value and Person Centered Care Taught Through Virtual Families

The following blog has been co-authored by the CareForward Team of Senthil Rajasekaran, Lauren Mazzurco, Christine Matson, Don Robison, Anca Dobrian, Marta Ambrozewicz, Raja Koteeswaran, Mekbib Gemeda, Cindy Cadieux, Carrie Elzie, Arun Mohanram and April Pace

It seems like American Healthcare has been in “crisis mode” since 1900s. Despite so many advances, little has changed in controlling cost and improving value and health outcomes. Even though there is plenty of evidence to suggest that clinical care at its best contributes to only 20% of patient health outcomes and a whopping 80% is determined by socioeconomic and behavioral factors, little is done in medical education to address the 80%. Recently we are witnessing a welcome trend, where undergraduate (UME) and graduate medical education (GME) are seen as part of this solution. At Eastern Virginia Medical School (EVMS) we have implemented our new CareForward curriculum to teach cost, value, and health system sciences in the UME. Realizing the challenges in effectively integrating these complex topics in UME, our team at EVMS has created a set of virtual families, members of which will be represented in the clinical cases that are used in the UME curriculum. These virtual families represent diverse patient populations (e.g., age, gender, sexual orientation, ethnicity, race, culture, belief system, literacy level, socioeconomic status and geography), and introduce variables such as veteran affairs, family dynamics, financial turbulence, health equity/disparity, roles within a care delivery team, access to community resources, interactions of organizations and complexities of care in specific patient populations. Each organ system module and clerkship will use longitudinal clinical cases that are drawn from the virtual families.

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What was discussed during the #HMIchat June 2017 on Professional Identity Formation in #MedEd - What, Why and How?

What was discussed during the #HMIchat June 2017 on Professional Identity Formation in #MedEd - What, Why and How?

​Our 17th twitter chat was on Wednesday (June 7th), at 9 pm eastern standard time. 

The chat was moderated by:

  • Hedy Wald (Educators '13) and Elizabeth Gundersen (Educators '16)  

Our June 2017 #hmichat was focused on professional identity formation in #MedEd. Hedy and Elizabeth brought a few medical students to our conversation.  The following article, from Hedy Wald, was used with this chat. Click here for article

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How Apple defined the smartphone, and why healthcare innovators should care

Please note that this blog was originally posted on www.christenseninstitute.org on May 4, 2017

People use the term “Disruptive Innovation” to mean a lot of different things, but it actually has a very specific definition. Disruptive Innovation is not the kind of innovation that makes good products better. It’s the kind that takes a product that’s historically been so expensive and complicated or inconvenient that few people can use it, and transforms it into one that’s so simple and affordable that a great many can do so. Examples include TurboTax tax preparation software, which disrupted accountants, and Netflix, which disrupted retail video stores.

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Interactive Video Blog Series: Technology Adoption in Healthcare Education

Interactive Video Blog Series: Technology Adoption in Healthcare Education with Neil Mehta, Brent Thoma and Julian Genkins

In this video series, Dr. Neil Mehta, Assistant Dean of Education Technology at the Cleveland Clinic Lerner College of Medicine interviews Julian Genkins, a medical student at Vanderbilt University School of Medicine and Dr. Brent Thoma of the University of Saskatchewan. First the three discuss online communities of practice and challenges for both students and faculty to adopting technology in healthcare education. Next, Julian and Brent share some exciting examples of creative technological tools. Finally, the conclude with predictions for the future of successful technology implementation in higher education. All three teach with us in our Healthcare Education 2.0 Course – come learn how you can meet your educational challenges with creative technology use .

Applications are now being accepted for our 2017 course, learn more and apply here: http://www.harvardmacy.org/index.php/hmi-courses/hce2-0 

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