Harvard Macy Community Blog

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

ACGME 2019 Faculty Development Requirements

The Accreditation Council for Graduate Medical Education (ACGME) updated Common Program Requirements (CPRs) for faculty development in July 2019. Moving forward, all core faculty who educate, supervise, and evaluate trainees will be required to participate in at least four (4) faculty development areas annually: as educators; in quality improvement and patient safety; in fostering their own and their trainees’ well-being; and, in patient care based on their practice-based learning and improvement efforts.

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HMI Community Day 2019

The Harvard Macy Institute is a dedicated community of practice with more than 5600 alumni from 81 countries worldwide. We work hard to keep our community connected online, and one of our special initiatives is our annual #HMICommunity Day. This year, we celebrate 25 years of the Harvard Macy Institute with deepest gratitude to our worldwide community of healthcare professionals transforming education and healthcare delivery.

Please join us TODAY, August 13th for #HMICommunity Day - a virtual celebration of our worldwide community of practice! As alumni and friends, join us in showing support for our organization by tagging us in a photo and/or message on one of our three social media platforms – Twitter, Facebook, or LinkedIn – and letting us know what the Harvard Macy Institute means to you. Please tag all messages with our hashtag #HMICommunity, and the hashtag of courses you have attended - #HMIEducators, #HMIAssessment, #HMILeaders, or #HMIHCE.

Thank you for helping us celebrate our worldwide community!

 

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Educators have bought-in to the flipped classroom. But are our learners following suit?

I was flying to join my wife in San Diego, California while she was attending a conference on ocean planning. For those of you not familiar with ocean planning, it is the process of analyzing ocean resources and ocean use. The most important thing about it is that the people who do it usually have conferences in beautiful, often warm and always ocean-adjacent locations. I sat in my seat and reached for the airline magazine. The first article was about medical education and how many medical schools were switching to this new concept of the “flipped classroom.” It highlighted the University of Vermont as well as Harvard Medical School, and how they changed the old model of sitting in a large auditorium, listening for hours on end to someone who had incredible amounts of expertise and information, because they had found learners had trouble committing this information to long-term memory and applying it to new settings. How could this be? The lecture format is the tried and true educational experience. The idea of the “sage in the stage” started with the very advent of universities as far back as 1050 AD. This was the “way it was done.” Why then were these medical colleges completing overhauling the way they teach medicine?

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Use Instructional Design support to leverage your teaching experience

If you have not yet worked with an instructional designer, it may be worth exploring such a resource at your institution to leverage your teaching with the help of relevant technology to enhance the educational experience. With remarkable advancements in educational technologies over the last decade, most, if not all, educational interactions taking place today incorporate some form of digital interaction for students, staff and faculty. As of fall 2016, there were over 6.3 million students taking at least one distance education course, comprising 31.6% of all higher education enrollments. And specifically in nursing education, 82.9 percent of nursing students report that the use of technology enhances their learning, and 79.6 percent say that technology helps them better prepare for future careers. These technologies appear in many forms during the educational career of a health care professional -  whether it is the use of a learning management system (LMS), creating and interacting with video tutorials, participating in simulated scenarios, using different assessment tools, participating in peer evaluations …and the list goes on. Gaming tools and mixed reality applications are not far behind! As indicated by the recent 2019 Horizon Report, “mixed reality and artificial intelligence are forecast to be important to teaching, learning and creative inquiry in the future.”

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Peer Observation #MedEdPearls from #IAMSE19

At the 2019 IAMSE conference in Roanoke, Virginia a collaborative group of Central Group on Educational Affairs and Southern Group on Educational Affairs members facilitated an interactive workshop on implementing a Peer Observation of Instruction program. The process proposed is similar to the findings reported by Adriane Bell, Holly Meyer and Lauren Maggio this month in Teaching and Learning in Medicine. They found that most peer observation programs are voluntary and provide formative feedback with the sole purpose of teaching improvement. They also found that most programs use a three-phase process with a pre-observation meeting for goal setting, direct observation of teaching, and a post-observation meeting with feedback. The IAMSE workshop leveraged the Peer Observation of Teaching Handbook by Lori Newman, David Roberts, and Richard Schwartzstein.

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