Harvard Macy Community Blog

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

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The Harvard Macy Institute was established in 1994 with a grant from the Josiah Macy Jr. Foundation. The Institute is a collaborative effort of Harvard Medical School, the Harvard Graduate School of Education, and Harvard Business School. 


The Harvard Macy Institute brings together health care professionals, educators, and leaders to discuss the critical challenges of the day and design innovative solutions that have a lasting impact on the way medicine is practiced and students are educated. Our goal is to foster transformative learning experiences that prepare the Harvard Macy scholars to lead institutional change as well as discover and harness new perspectives which may contribute to their professional growth. 

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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Implementing Collaborative Learning Methods

After reflecting on the two years we spent at the Harvard Macy Institute Program for Educators in the Health Professions course as learners and teachers, it became more apparent that health professions educators cannot just talk about collaborative learning methods. Instead, we must figure out a way to incorporate these pearls into our everyday practice to promote effective teaching and learning throughout the medical education continuum. During our time at the course, we have seen that by weaving collaborative learning methods into the delivery of education, knowledge is fostered, teamwork is promoted, and a true excitement for learning new concepts occurs. One challenge that may impede us from implementing collaborative learning methods into our own teaching strategies is lack of time; however, to be the change agents that healthcare needs, we have a duty to better prepare our learners for their future role as healthcare providers. How do we do this? The answer may not be that difficult. In fact, by using collaborative learning methods, you may find that students develop a deeper understanding as they practice synthesizing and applying healthcare concepts.

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Collaboration at its Best: Psychiatry Trainees Reflect on their Experience in the Harvard Macy Program for Post-Graduate Trainees

As five Psychiatry trainees, we had the exciting opportunity to meet one another at the 2018 Program for Post-Graduate Trainees: Future Academic Clinician-Educators, co-sponsored by the Harvard Macy Institute, the MGH Institute of Health Professions, Boston Children’s Hospital, and the Icahn School of Medicine at Mount Sinai. We quickly realized that we all shared the same passion and zeal for medical education, working with trainees, and collaborative work! This enthusiasm resulted in the spontaneous decision to collaborate on a combined "Harvard-Yale" project for the annual American Psychiatric Association Meeting.

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Developing Leaders Through an International Collaboration: Introducing sanokondu

Many health care systems are faced with increased demands for safe and effective health care delivery as well as easier access to affordable health care services. These developments have resulted in the need for reform to the socioeconomic, political and medical educational agendas of several countries around the world. Central to these agendas is the need for leader and leadership development in medical training programs and integrating leadership education into the curricula of these diverse programs. Over time, educational frameworks have emerged in different countries to address this need for physician leadership education and many of them describe leadership using concepts like professionalism, communication, collaboration, advocacy and scholarship. Still, the process of reform and the implementation of leadership education proves to be difficult to achieve in the formal training programs of physicians. In this blog post, we introduce readers to sanokondu which is an international collaboration aimed at developing leaders within medicine globally.

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Reflections Across the Career Continuum, One Year Post-Harvard Macy

In 2018, Cathy Grossman and Lekshmi Santhosh completed the Harvard Macy Program for Educators in the Health Professions. They were frequent seat mates in the back row. While there, they discovered they were both Pulmonary and Critical Care trained – but at different places temporally in their careers. They were also both clinician educators, however Lekshmi was in her fellowship while Cathy was a decade out of fellowship. We thought it would be interesting to ask them some questions about their experience and how they were both able to apply their new knowledge at their home institutions, at two distinctly different points in their careers.

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Behind the Curtain with Vinny Arora & Nirvani Goolsarran: Bridging Leaders

Josiah Macy, Jr. Foundation Faculty Scholar and 2018 Scholar Vineet Arora, M.D., recently accepted the new Associate Chief Medical Officer-Clinical Learning Environment role at the University of Chicago Medicine. Vineet previously worked in graduate medical education to improve the clinical learning environment for residents and fellows by aligning institutional priorities with the work that trainees do on a daily basis. She is expanding this work to the whole health system, in her role as a “bridging leader.” She recently completed the Program in Health Professions Educators with Nirvani Goolsarran, an Associate Internal Medicine Program Director at Stony Brook University Hospital who is also a bridging leader in quality and education and active in the growing bridging leader community. We thought it would be interesting to ask them some questions about bridging leaders and how they were able to apply their knowledge gained at the course to these new roles.

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Scholar Testimonials of the Leadership and Innovation in Health Professions Course, Melbourne, Australia 2019

Our fourth iteration of the Leadership and Innovation in Health course was successfully held in February 2019 at Monash University, Melbourne, Australia.

The Harvard Macy Institute, in collaboration with the Monash Institute for Health and Clinical Education brought together faculty and scholars from across Australia and internationally to share their expertise and innovative responses to global health care and education challenges.

The response from our scholars was overwhelmingly positive with many enthusiastically providing testimonials to celebrate their successful learnings from the course, and their anticipated changes to their practice from these learnings.

We are proud to welcome another group of motivated health care professionals to the Harvard Macy Institute global community of practice.

Click here to learn more about our course and register your interest for Leadership and Innovation in Health, Melbourne, Australia, February 10-14, 2020. 

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Technology in education: Transforming how we connect and build our learning communities

Working through the online pre-course materials for the Harvard Macy course “Health Care Education 2.0 – Transforming your Teaching for the Digital Age” we could not help but wonder if technology has evolved to the point that courses such as this might soon be delivered in an entirely online format. As a busy health professions educator, perhaps this thought has occurred to you as well, as you pack your suitcase for yet another flight, set your away message again, and put your projects, clinics, patients or meetings on a temporary hold to attend professional conferences or courses. If you teach in the classroom, then you may have received similar feedback from your own students such as our favorite, “Next time, can this session just be available online? I prefer to watch lectures at night on 2x speed.”

Recent Comments
Amanda Brooke Hooper MD, FACP

Thank YOU!

Thank you for encouraging me to attend this Harvard Macy course. It is a privilege and a joy to work with you Dr. Bridges!
Wednesday, 03 April 2019 4:04 PM
Julie A. Bridges

Thank You!

The Healthcare Education 2.0 course was rocket fuel motivation for us at Eastern Virginia Medical School because Dr. Hooper came b... Read More
Thursday, 28 March 2019 2:02 PM
Amanda Brooke Hooper MD, FACP

Thank YOU!

One of the best parts of this course was connecting with colleagues like you BA! Thanks for being a fantastic sounding board and f... Read More
Wednesday, 03 April 2019 4:04 PM
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