Harvard Macy Community Blog

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

#MedEdPearls October 2017: Coaching for Peak Performance

COACHING for peak professional performance is making a strong appearance in academic health science organizations.  But, use of the word coaching can be confusing with so many applications including life coaching, academic coaching, and peer coaching. 

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#HMIchat September 2017- The “Post-AMEE chat”

During AMEE 2017 there were a few recurring concepts. One of them was Equity and how we, within health professions education, can both be more aware of our own biases and promote equity in health professions education. The subject resonated with a lot of us HMI alumni that attended the conference and we decided to see what our HMI community thought via our September Tweet Chat. 

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5 Faculty Development Trends Noticed at AMEE

The Harvard Macy Institute would like to thank our alumni, Eric Gantwerker, Atipong Pathanasethpong, and Arabella Simpkin, for co-authoring this blog.

 

A buzz of activity and energized bodies met us as we arrived for the Association for Medical Education in Europe (AMEE) 2017 pre-conference in Helsinki on faculty development. Recognizing the importance of faculty development in medical education, this pre-conference is in its 4th year with thought leaders from throughout the globe. Overall, there is no doubt “faculty development” was among the highlights at AMEE 2017, with 5 major trends coming to the forefront, which we detail below:

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To Blueprint or not to Blueprint…that is not the question!

When I started working on the SaudiMED Framework project one year ago, I didn’t know that I would be working with all the medical and basic science department supervisors, coordinators, physicians and instructors! The project was intended to align the all course objectives with the SaudiMED competencies, in order to develop blueprints.

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#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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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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#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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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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It Takes a Community to Raise a Tweet Chat

Just like how it takes a village to raise a child, it also takes a community to raise a tweet chat.

 On the morning of May 3rd, I checked Twitter for the announcement of the May Harvard Macy (HMI) tweet chat. I typed in #hmichat and right at the top of the results I found the announcement. I read on - the session would be led by Andrew Linn, Brent Thoma, and Zineb Nouns. I had no idea who these people were, but that's the great thing about HMI chat.

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What was discussed during #HMIchat May 2017

What was discussed during #HMIchat May 2017 on Systems Approaches to Assessment

Our 16th twitter chat began on Wednesday, May 3rd, at 9 pm eastern standard time. This #hmichat was focused on systems approaches to assessment and was moderated by:

Andrew Linn (Assessment '12, Leaders '13, Digital '15)

Brent Thoma (Educators '14, Assessment '14) 

Zineb Nouns (Assessment '14, Leaders '16)

These colleagues helped us dive into this powerful topic.


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IHI Open School Releases New Guide on Integrating Quality and Safety into the Curriculum

Since the Institute for Healthcare Improvement (IHI) launched the IHI Open School in 2008, more than 1,500 universities and hospitals have integrated the IHI Open School online courses into curricula and training programs to bring essential skills in quality improvement and patient safety to students, trainees, and all levels of staff. Based on lessons and advice from hundreds of educators, the new IHI Open School Faculty Guide: Best Practices in Curriculum Integration offers a roadmap to building a quality and safety training program with help from the Open School courses.

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