Health Care Education 2.0 - Transforming your teaching for the digital age

Offered Annually in Boston, MA

Next Course:
October 20 - 25, 2019

Course Brochure: course brochure PDF

Application Deadline:
The 2019 application will be available at the end of the year


Program Directors:

Thomas Aretz, MD

Elizabeth Armstrong, PhD

Neil Mehta, MBBS, MS

Roy Phitayakorn, MD MHPE (MEd) FACS

A sample of our international participating faculty:
  • Kevin Brandom, BSc (Hons), PhD
  • Medical Educator, Senior Lecturer, University of Exeter Medical School, Exeter, Devon, United Kingdom
  • Cecile Foshee, PhD, MEd
  • Assistant Professor of Medicine, Cleveland Clinic, Cleveland, OH, USA
  • Holly Gooding, MD
  • Blogger, Assistant Professor, Harvard Medical School, Boston, MA, USA
  • Elissa Hal, EdD
  • Associate Director for Curriculum and Education Technology, Mayo Clinic, Rochester, MN, USA
  • Margaret Hay, PhD
  • Director, Monash Institute for Health and Clinical Education, Monash University, Clayton, Victoria, Australia
  • Christine Mai, MD, MS-HPEd
  • Assistant Professor, Harvard Medical School, Boston, MA, USA
  • Lisa Nash,DO
  • Associate Dean, UNTHSC/TCOM, Fort Worth, TX, USA
  • Andres Navedo, MD
  • Senior Associate in Perioperative Anesthesia, Harvard Medical School, Boston, MA, USA
  • Alanna Sawyer, BA(Ed), BTeach
  • Educational Designed, Monash University, Clayton, Victoria, Australia
  • Teresa Sörö, MSc
  • Strategic Education Developer, Karolinska Institute, Stockholm, Sweden
  • Bruce Spevak, BFA
  • Lead Web Developer, Cleveland Clinic, Cleveland, OH
  • Keith Wilson, MD., Ph.D
  • Associate Professor, Dalhousie University School of Medicine, Saint John, New Brunswick, Canada
  • Traci Wolbrink, MD, M.P.H.
  • Assistant Professor Anaesthesia, Harvard Medical School, Boston, Massachusetts, USA

    Course Objectives

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

    • Independently develop online instruction material and host it in a Virtual Learning Environment.
    • Implement appropriate use of technology to enhance learning activities inside and outside the classroom.
    • Use social media to form a community of inquiry and identify the potential role of using this model at their own institutions.
    • Utilize tools for creating filters to manage information overload and for collaborating with a professional learning network to enhance learning.
    • Describe the entrepreneurial issues that are relevant with e-learning applications or modules.
    • Design short videos for on-line teaching modules.
    • Describe the role of online learning in health care education in the context of cognitive science principles.

    Course Description

    Advances in cognitive sciences and technology have catalyzed a shift from passive large-group learning to active and interactive learning, necessitating the adoption of new approaches to teaching and assessment. Health Care educators require the ability to use technology to create innovative learning environments and materials. To help manage the information explosion, educators and learners must also be able to curate and evaluate online content. Finally, educators must know how to leverage Web 2.0 and social media tools to create professional learning networks consistent with social learning theories.

    This course will be organized around the following threads:

    • Asynchronous and synchronous online learning o Scholars will create an eLearning module using an open source virtual learning environment o Explore tools for creating content for mobile devices
    • Classroom technologies that support interactive learning o Electives are offered in Advanced PowerPoint, Prezi and Audience Response Systems – use of classroom clickers vs. online ARS tools, Poll Everywhere, Plickers
    • Information Management ~ Scholars will learn how to combat information overload by creating filters and encoding digital information in external memory for easy search and retrieval using techniques such as Real Simple Syndication (RSS) and Social Bookmarking and annotation
    • Social Media Engagement o Scholars will learn how to build online communities of inquiry consistent with social constructivism and connectivism This course will offer interactive learning modalities, such as small group sessions with peers, question and answer sessions with experts in the field, serious games, role modeling, and more, including the use of Google+ and Twitter throughout the activity. Participants will learn by doing, and have access to individualized mentoring to assist with developing eLearning projects at their home institutions, including the entrepreneurial skills needed to get the job done. The intention is to help learners develop strategies they can take home and employ in their own practice environment.



    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 42.25 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:

    *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.

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