A Systems Approach to Assessment in Health Professions Education

Offered Annually in Boston, MA

Next Course:
March 15 - 20, 2020

Course Brochure: course brochure PDF

Application deadline: The 2020 Application will be available soon. Deadline to apply will be November 15, 2019

2020 Course Fee:

Please note: Acceptance emails are sent 2-3 weeks after the registration deadline

Program Directors:

Thomas Aretz, MD
Faculty Image
Elizabeth Armstrong, PhD
Faculty Image
Constance Bowe, MD
Faculty Image
Louis Pangaro, MD

Course Description

The Harvard Macy Institute’s A Systems Approach to Assessment in Health Professions Education is designed to encourage participants to apply systems thinking in designing assessment programs to support the continuous quality improvement of students/trainees, faculty, and curricula at their academic health science institutions. The program incorporates multiple pedagogical methods, including interactive presentations, case discussions, small group journal clubs, institutional planning groups, selectives (focused mini-sessions/workshops on assessment tools and approaches), and consultations with faculty experts. During this intensive 6-day program, educators and administrators from diverse health science disciplines will be introduced to key concepts from system theory, best practices in educational assessment, and mini-workshops focused on specific assessment approaches. Throughout the program, participants will also have an opportunity to apply systems principles in case discussions depicting problematic assessment situations and to plan an assessment/evaluation design to implement at their home institution.

Learning Objectives

Upon completion of this course, participants will be able to:

  • Assess the educational components of participants home institution from a systems perspective
  • Identify the primary functions of individual educational components of their (sub) system
  • Identify the essential processes that need to occur at the interfaces between/among components within the educational system to add value to the quality of graduates
  • Outline the communications pathways that currently exist within the educational (sub) system
  • Examine the quality of participants institution's communication pathways, specifically for 1) the flow of multiple sources of performance data to individuals/groups (hubs) best positioned to interpret assessment information in context and 2) the existence of direct feedback pathways to individuals/groups empowered to make corrections and adjustments
  • Design and implement a comprehensive systems-based assessment program to evaluate learner institution's performance in promoting a primary educational goal



The Harvard Medical School is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Harvard Medical School designates this live activity for a maximum of 38.25 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

The Royal College of Physicians and Surgeons of Canada recognizes conferences and workshops held outside of Canada that are developed by a university, academy, hospital, specialty society or college as accredited group learning activities.

Through an agreement between the American Medical Association and the European Union of Medical Specialists, physicians may convert AMA PRA Category 1 Credit™ to an equivalent number of European CME Credits® (ECMECs®). Information on the process of converting AMA PRA Category 1 Credits™ to ECMECs® can be found at: www.eaccme.eu..

*Note: AMA PRA Category 1 Credit™ is calculated based on submission of a preliminary agenda and may be subject to change.

Harvard Medical School (HMS) adheres to all ACCME Accreditation Criteria and Policies. It is HMS’s policy that those who have influenced the content of a CME activity (e.g., planners, faculty, authors, reviewers, and others) disclose all relevant financial relationships with commercial entities so that HMS may identify and resolve any conflicts of interest prior to the activity. These disclosures will be provided in the activity materials along with disclosure of any commercial support received for the activity. Additionally, faculty members have been instructed to disclose any limitations of data and unlabeled or investigational uses of products during their presentations.

CME activities accredited by Harvard Medical School are offered solely for educational purposes and do not constitute any form of certification of competency. Practitioners should always consult additional sources of information and exercise their best professional judgment before making clinical decisions of any kind.

Search the Harvard Macy Institute site.

Scholar Experience

Harvard Macy Tweets

harvardmacy New article in @JournalGIM by our 'Research & Scholarship leader' @SubhaRamani & colleagues Karen D. Könings, @sginsburg1 , @CvanderVleuten : "Feedback Redefined: Principles and Practice." #MedEd #HPE #AcMed #HMIAssessment #HMIEducators #Feedback see here: bit.ly/2GZZ4cf pic.twitter.com/hcO4P49ydY
09:00PM Apr 05
harvardmacy #HMIAssessment garnered 649 tweets by 147 tweeters leading to 1.65M impressions. Thanks to our community for your #SoMe support! #MedEd #HPE #MedTwitter #MedEdThx @templeratcliffe @kristinadzara @hollyby @nuhaaelsayed @Brent_Thoma @mcampyes @aysabbagh @MegZ4UNC @samara_ginzburg pic.twitter.com/Ga4bQOKHQo
03:00PM Mar 23
harvardmacy New book by #HMILeaders course director & @HarvardHBS Professor @claychristensen & @EfosaOjomo @KarDillon : "The Prosperity Paradox-How #Innovation Can Lift Nations Out of Poverty" #HMIAssessment #MedEd bit.ly/2O5jmSX For more about #HMILeaders bit.ly/2zxCX8a pic.twitter.com/yUpYtjnpNe
06:00PM Mar 22
harvardmacy New @AcadMedJournal AM Rounds blog post by Harvard Macy Institute leader of Research & Scholarship @SubhaRamani on "Reflexivity: Tips for Cultivating the Mind of an Anthropologist." #AcMed #HPE #MedEd #HMIAssessment #Qualitative #Research check it out: bit.ly/2H1IvfR pic.twitter.com/guSpSb1Fqy
12:00PM Mar 22
harvardmacy New "Really Good Stuff" paper in @MedEd_Journal by #HMIAssessment faculty @laurenjgermain and coauthors @aeCarusoBrown , Travis Hobart, and Ann Botash: "Can a checklist ameliorate #implicitbias in medical education? #MedEd #HPE #AcMed see here: bit.ly/2FjDZa1 pic.twitter.com/uEM6varP8r
07:45PM Mar 21