Harvard Macy Community Blog

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

#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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What was discussed during the #HMIchat July 2017 on Communities of Practice

What was discussed during the #HMIchat July 2017 on
Communities of Practice

Our 18th twitter chat was held on Wednesday (July 5th), at 9 pm eastern standard time (EST)!  Our July 2017 #hmichat was focused on Communities of Practice, and was moderated by Dr. Alice Fornari (Leaders '06, Assessment '12, HCE2.0 '15).

Articles used for this session: this article courtesy of Dr. Gregg Wells & this article courtesy of Dr. Hurtubise.

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All A-twitter: 5 Tips to Build Your Twitter Presence as a Medical Educator

This blog originally appeared The Medical Educator Blog on June 13, 2017 and is republished here with permission http://www.themedicaleducator.com/blog/950165/all-a-twitter-5-tips-to-build-your-twitter-presence-as-a-medical-educator


A few years ago, my husband noted that more and more professional conferences had hashtags and suggested it might be wise for the two of us as early career academics to grow our professional Twitter presence. Admittedly, it took me a while to get on board as I’m not always an “early adopter” and I wasn’t quite sure how using Twitter would benefit me professionally. At times, the constant feed of new tweets seemed overwhelming and I wasn't sure who to follow or what to tweet about. With the added challenge of a 140-character limit I felt like I was learning a new language! As I became more and more engaged – and more users started following me – my confidence grew. After time and practice I'm now connected with medical educators from all over the world, and I recognize that Twitter offers an expansive network of professionals and colleagues at my fingertips for guidance and expertise. Since the first steps are often the hardest to take, I have compiled a few tips and tricks you can use to make the most of your Twitter presence as a medical educator.

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The Power of Why

Why is the most powerful word in education. Asking why is a mark of curiosity, the strongest intrinsic motivating factor. It forces people to find answers and ultimately ask more questions. It drives people to endlessly pursue knowledge. It, along with its cousins what and how, have driven scientists and researchers for centuries. What seeks to identify the element responsible for a given phenomenon. How is asked to better understand the processes that underpin a phenomenon. But why is the question that is asked when people want to utilize critical thinking. Why does not seek simple answers, rather it asks a fundamental characteristic that entrains judgement, reasoning, and logic.  Why beckons itself for someone with wisdom, experience and insight to bring reason and logic out of uncertainty. 

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Gregg Wells

Embrace research! Encourage re...

How will we promote the why?Encourage research thinking and practice in our learners and peers. Research is focused on why. We n... Read More
Thursday, 13 July 2017 8:08 PM
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