Have you recently found yourself wondering “What is Blockchain? And why do I keep hearing about it?” If you answered yes, then this blog is for you! To begin, Blockchain is not the answer to everything. It also isn’t miraculously a savior for the problems we have in healthcare. Also, there is no universal definition for it. What it is though, in relation to health, would primarily be in advancing securityand trust in data.
At the end of a case presentation, you ask your learner “what’s the patient diagnosis?”, and you think to yourself “what’s the learner diagnosis?”
Blog authors: Aida Darweish and Nouf (Nova) Al-Rumaihi
Attending Harvard Macy Institute courses brings a unique kind of excitement to those who attend, and this is a sentiment expressed by many faculty and scholars. As a scholar, the most striking part of Harvard Macy courses is creating a psychologically safe, positive learning environment. This optimizes learners’ interactions and has a tremendous effect on immediate and later outcomes of the learning process. In a safe learning environment, all learners can share their experiences and express their opinions without embarrassment at any point. The other thing that is unique about HMI courses is creating a community of practice where we are connected forever, where we receive advice and share thoughts from long life colleagues and friends from all over the world. They are always ready to help and collaborate on medical education projects.
Last summer, we attended the Harvard Macy Institute Leading Innovations in Health Care and Education course in Boston. As a result, we were asked by Margaret Hay (Educators ‘10, Assessment ‘10, Leaders ‘11) to serve as course faculty for the “Leadership and Innovation in Healthcare” course at the Monash Institute for Health and Clinical Education (MIHCE, Monash University, Australia). This course is a unique collaboration between the MICHE and the Harvard Macy Institute (Boston, USA), and was held in the United Arab Emirates in November 2017. We were amazed to meet so many dedicated educators and innovators from around the world including Australia, New Zealand, Egypt, Saudi Arabia, the United States, and United Arab Emirates. Indeed, we were no longer scholars, but now valuable members of the core faculty team!
“But what do I really need to know!?” asks the concerned student. Being the sage health professions educator you are, you respond with a turning of the table. “What would your patient would want you to know?”
Although seemingly glib, this axiom has helped guide the depth and breadth of curricula for decades. Health professions education has traditionally been defined largely by a student’s ability to compile and recall the voluminous amounts of knowledge necessary for the safe and effective practice of their discipline. What does this mean in the context of competency-based education? What happens when what was once true is now false?
Microaggressions are “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative . . . slights and insults” (Sue et al., 2007).
Microaggressions can have a macro affect, particularly when considering the cumulative burden for individuals and organizations over time. Microaggressions show up everywhere in society including in our classrooms, clinics, hallways, on social media, in our neighborhood watch app, and at the grocery store!
