Harvard Macy Community Blog

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

#MedEdPearls September 2017: Retrieval-based Learning

How do we help students make learning “stick”?  Retrieval-based learning may be the answer.  Purdue researcher Jeffrey Karpicke, PhD, studies how the mind and memory work and suggests that repeated, spaced retrieval leads to greater learning results.  This approach to learning could influence curriculum design, learning session organization, and assessment activities. 

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Interactive Video Blog Series: Design Thinking in Medical Education: creating a new school at Penn State University

Interactive Video Blog Series: Design Thinking in Medical Education: creating a new school at Penn State University

​What is design thinking and how can it be applied to the creation of a new medical school? In this video, Dr. Holly Gooding interviews the 5 student design partners for the new Penn State College of Medicine University Park Regional Campus. These 5 innovators were accepted to Penn State College of Medicine in 2016 but delayed the start of school for one year in order to design their own new curriculum. Watch our video to learn how they applied design thinking to create a whole new type of medical school at the University Park Regional Campus, and join us in congratulating them on realizing the fruition of their work this fall.

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What was discussed during the #HMIchat August 2017 on - What does it take to be a #MedEd Leader?


What was discussed during the #HMIchat August 2017 - What does it take to be a #MedEd Leader

Our 19th twitter chat was on Wednesday (August 2nd), at 9 pm eastern standard time. 

The chat was moderated by:Komal Bajaj (Assessment '14/ Leaders '16) 

Questions that were focused on: 
Q1: What are the attributes of a great leader?
Q2: What stategies/tools have you used to develop your own leadership?
Q3: What are effective ways to teach/train others about leadership?
Q4: What are the key questions to ask our team and our organization to continue to develop?

Please copy and paste the link below into a browser to view
https://voicethread.com/myvoice/thread/9428053/54238211

Moderator bio:
Komal Bajaj is a perpetual learner, OB/GYN-geneticist, simulationista, and quality-improvement enthusiast. She is Clinical Director of New York City's Health + Hospital's Simulation Center and practices clinically in the Bronx. @komalbajajMD


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#MedEdPearls August 2017: How Adults Learn

When medical students matriculate they are somewhere between child (pedagogy) and adult (andragogy) learners.  We assume adults learn differently than children because they’ve had more life experiences, are motivated by their perceptions and personal needs, have an interest to direct their learning experiences, and have greater needs to apply learning in and to specific contexts.

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The Curious State of Self: Efficacy, Awareness, Disclosure and Reflection

Feedback conversations have fascinated me for nearly a decade. It is an undisputed opinion that feedback is the cornerstone of performance assessment and growth. Experts have been writing about this topic for decades. If we go outside the health professions education world, the business literature also abounds in feedback; they tend to focus on performance ‘appraisal’ and why it is important to have regular conversations on this topic with their employees. Business organizations are serious about performance of their teams and regular appraisal conversations are essential for effective teamwork.

So why do health professions educators continue to view upcoming feedback conversations with trepidation? And why do our learners at every level continue to disparage the quality of feedback provided to them? These adult learners are intelligent professionals who should be calibrating their own performance astutely and accurately and seeking feedback regularly- but are they?

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