A Systems Approach to Assessment in Health Professions Education

Offered Annually in Boston, MA

Next Course:
March 17 - 22, 2019

Course Brochure: course brochure PDF

November 16, 2018



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 Want to learn more about the #RIME model by Louis Pangaro that @Neil_Mehta mentioned during the #HMIHCE course? Check out his interview on our community blog! #HMIassessment @RoyPhit @teresasoro @erhall1 @keefer007 @KarunaMRaj @Charlot721 @Klowsanford1027 bit.ly/2PALs8G pic.twitter.com/qIute98sdT
07:10PM Oct 15
harvardmacy Applications open for our 2019 #HMIAssessment course! Grow your understanding of #systems of #assessment in #MedEd & #HPE . Deadline to apply Nov 16! Faculty include @uijtdehaage @tealmeded @AretzT @boedudley @laurenjgermain @hollyby @Brent_Thoma @MegZ4UNC bit.ly/1HCWqoi pic.twitter.com/RbAQ3RQF5A
12:00PM Oct 12
harvardmacy Our new blog post is a "Behind the Curtain" interview with #HMIassessment course director Louis Pangaro! How was the #RIME framework born, how does it work, and how can you apply it in #MedEd #HPE ? bit.ly/2pfussS #HMIassessment course info here: bit.ly/1HCWqoi pic.twitter.com/UGTF7sk0jV
04:00PM Sep 23
harvardmacy Our #HMIAssessment faculty member @AFornari1 is the Associate Dean for Educational Skills Development at the Zucker School of Medicine & Asst Vice President for #FacDev at Northwell Health. She has a website with numerous free webinars & #MedEd resources: bit.ly/2K0hIDu pic.twitter.com/1yWOwNd1Au
12:00PM Aug 07
harvardmacy Recent @AcadMedJournal 'Last Page' by #HMIAssessment course director Lou Pangaro, alumnus Paul Hemmer, & team: "The #RIME Model Provides a Context for Entrustable Professional Activities Across Undergraduate Medical Education." #EPAs #UME #CBME #MedEd bit.ly/2K0Nv2T pic.twitter.com/sa7uTX41iM
12:30PM Jul 09