Harvard Macy Community Blog

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

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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Visual Note Taking: an extra tool to help with learning

During medical school, I spent hours scribing lectures, paragraphs from text books, and tutorial notes. Writing repetitively. Scraping to learn and retain every fact my brain could hold. Oh, how I wish I had known about visual note taking back then.

I discovered this form of learning support, also known as sketch-noting or info-doodling, about two years ago. During a meeting, I watched my Department Head scribble and scrawl all over a page. The upshot was a hut on an island and an isolated palm tree, which did not mean much to me, but for him it represented the essence of what was being discussed. I asked what he was doing. He told me about sketch-noting and pointed me in the direction of a couple of well-known authors in the field.

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What was discussed during #HMIchat April 2017

​What was discussed during this month's #HMIchat on Impactful Scholary Presentations in #meded with Keith Wilson and Mandi Sehgal

Our 15th twitter chat began on Wednesday, April 5th and continued to Thursday, April 6th. 
This #hmichat was focused on giving impactful scholarly presentations!
We're fortunate to have Dr. Keith Wilson & Dr. Mandi Sehgal facilitate this tweet chat 

• What was inspirational about the best presentation you attended? • What do you consider challenging when presenting your scholarly work?

• How do you make use of collaborators in presenting scholarly work? • How can we, your HMIchat peers, help you with your scholarly presentation? 

These questions and more drove an interesting discussion.

Please leave your feedback below! We hope to improve the value of these reflections.

Join our Harvard Macy community for the next tweet chat starting May 3rd at 9 pm EST.
We will discuss Systems Thinking in Assessment 

Hosted by: 
Andrew Linn (Assessment '12, Leaders '13, Digital '15)
Brent Thoma (Educators '14, Assessment '14)
Zineb Nouns (Assessment '14, Leaders '16)

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Training physicians to be social change agents

Our domestic and global health delivery systems face significant challenges to providing all of our patients with quality health care. Medical education plays an important role in improving health equity. The Cambridge Health Alliance Internal Residency program has developed a required social medicine and research based health advocacy course to address a gap in medical training. The program believes that physician advocacy is a central tenet of medical professionalism.

 

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What was discussed during #HMIchat March 2017

What was discussed during this
month's #HMIchat on #humanism in #meded? We were joined by Gold Foundation
scholar Meg Chisolm for a great chat.

Our 14th twitter chat began Wednesday March 1st and continued to Thursday March 2nd. This #hmichat focused on the teaching and practicing humanistic medicine. We were fortunate to have our colleague, Dr. Margaret Chisolm, facilitate this tweet chat. We discussed questions such as:

  • How do you characterize/define humanistic medicine?
  • What needs- if any- exist around current teaching & practice?
  • Technology is a double-edged sword—how have you used or observed others use digital tech (e.g., the EHR, social media) to help teach and practice humanistic medicine?
  • What opportunities exist- moving forward- to further harness digital tech for teaching/practice of humanistic medicine?

Please leave your feedback below! We hope to improve the value of these reflections.

Join our Harvard Macy community for the next tweet chat starting April 1st at 9 pm EST. We will discuss HMI Projects (current and previous cohorts)

Hosted by: Keith Wilson (Educators '16) and Mandi Sehgal (Educators '17)

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Collaborating with students to build interprofessional learning opportunities

Interprofessional education (IPE) is a hot topic right now, but building collaborations can be challenging. Let’s face it, it’s especially challenging in an academic model where each professional school has its own priorities, funding structures, and schedules. Faculty who have a passion for building IPE are aware of these challenges but will also quickly tell you how rewarding addressing these challenges can be! Simply put, designing IPE will be one of the most exhausting, rewarding, and all-consuming innovations you can do as an educator. In this blog, I will share one strategy of involving students in the development of an IPE population health course. 

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Interactive Video Blog Series: The Evolution of Outcomes-based Competencies in Medical Education with Dr. Eric Holmboe

Interactive
Video Blog Series:  The Evolution of
Outcomes-based Competencies in Medical Education with Dr. Eric Holmboe

Over the past two decades, a slow but steady shift in medical education has been in progress. Across the training continuum, the focus of medical curricula and assessment has expanded beyond the acquisition of medical knowledge and now incorporates the development of essential physician competencies for the comprehensive and effective delivery of high quality health care to meet society's evolving needs and expectations.In this video, Dr. Eric Holmboe reviews the rationale for outcomes-based medical curricula and the benefits of competency-based assessment.He and Dr. Connie Bowe discuss the progress that has been made to date and future changes that are still needed.To learn more about these issues, visit www.harvardmacy.org for information about current program offerings for the health care professions educators and leaders.

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What was discussed during #HMIchat February 2017

What was discussed during this month's #HMIchat on #reflection in #meded? Were there any surprises? How was the tweet chat "flow"?



#HMIchat February 2017 brought together the Harvard Macy & KeyLIME communities to discuss social media scholarship in medical education. Our facilitators were Drs. Kristina Dzara, Kathleen Huth, and Jonathan Sherbino. For this second #HMIchat reflection, we invited Dr. Anna Cianciolo (editor of Teaching and Learning in Medicine) to add her perspective. Please leave your feedback below! We hope to improve the value of these reflections.

Please join our Harvard Macy community for the next tweet chat on March 1st at 9 pm EST. Humanism in Medicine; hosted by Meg Chisolm.

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Health Disparities, Diversity, and Inclusion – an interview with Patti R. Rose, MPH, EdD and HMI Alum Annie Daniel, PhD

HMI: Dr. Rose, please tell us why you selected the topic of Health Disparities, Diversity, and Inclusion for your new book?                                   

Dr. Rose: As a young graduate student at Yale University pursuing a master of public health degree in the mid-1980s, I stumbled upon a topic that I was unfamiliar with— namely, health disparities in terms of race and ethnicity. I was taking a number of core courses, and within most there was mention of a gap between the health statuses of Black and White people in the United States. I reflected upon this issue and decided it would be a key area of interest for me, and indeed it has been to this day.

 

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Teaching and Training for Transplant Professionals

One of my mentors in medical school in Egypt had a coffee mug that reads “To teach is to touch lives forever”. That was a couple of decades ago but I still remember it vividly. I think overall I have been thought of as a “good teacher” by students, peers and course directors but until recently I personally had no clue what “good teacher” really meant.

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