Harvard Macy Community Blog

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

Pedagogy and Discharge Instructions: Do We Practice What We Preach?

“OK, so we think you have pleurisy. Your D-dimer was negative. You should take ibuprofen, rest and stay hydrated, then follow-up with your primary care physician. Any questions?”

My daughter reached for her discharge papers as she slid off the exam table and we thanked the staff as we made our way out of the urgent care part of a local emergency department.

She was eighteen at the time, a college freshman studying sociology. She called me to tell me she had been experiencing two days of pleuritic chest pain and felt a little short of breath. Because our logical, medical brains turn into parent brains when our child is sick, I dropped everything I was doing to go and see her. She looked fine, the pain was probably just musculoskeletal; she is a ballet dancer and these minor aches and pains are common. But, I thought, “What about a pulmonary embolism?” “Not likely” I thought, “but I’m here so let’s go get it checked out”.

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Technology in education: Transforming how we connect and build our learning communities

Working through the online pre-course materials for the Harvard Macy course “Health Care Education 2.0 – Transforming your Teaching for the Digital Age” we could not help but wonder if technology has evolved to the point that courses such as this might soon be delivered in an entirely online format. As a busy health professions educator, perhaps this thought has occurred to you as well, as you pack your suitcase for yet another flight, set your away message again, and put your projects, clinics, patients or meetings on a temporary hold to attend professional conferences or courses. If you teach in the classroom, then you may have received similar feedback from your own students such as our favorite, “Next time, can this session just be available online? I prefer to watch lectures at night on 2x speed.”

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Amanda Brooke Hooper MD, FACP

Thank YOU!

Thank you for encouraging me to attend this Harvard Macy course. It is a privilege and a joy to work with you Dr. Bridges!
Wednesday, 03 April 2019 4:04 PM
Julie A. Bridges

Thank You!

The Healthcare Education 2.0 course was rocket fuel motivation for us at Eastern Virginia Medical School because Dr. Hooper came b... Read More
Thursday, 28 March 2019 2:02 PM
Amanda Brooke Hooper MD, FACP

Thank YOU!

One of the best parts of this course was connecting with colleagues like you BA! Thanks for being a fantastic sounding board and f... Read More
Wednesday, 03 April 2019 4:04 PM
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The Role of Emotionality in Teaching and Learning

Emotion and learning have been viewed largely as separate entities, often with the role of emotions in learning (e.g. anxiety) as hindering. However, recent research has pointed to the interdependence between emotions and learning, suggesting that emotions are important, and perhaps even central to the cognitive learning process. Biologically, emotions are powerful motivators of learning because they activate brain mechanisms (e.g amygdala) that originally evolved to manage our basic survival. When reflecting on past educational experiences, the best teacher most quickly recalled is usually one with whom an emotional bond existed. To maximize student understanding and transfer of educational experiences into real-world skills and careers, medical educators must find ways to leverage the emotional aspects of learning by:

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Can we be Consciously Unbiased?

Implicit biases are associations between different concepts that develop over time, and influence us outside of our conscious awareness. The topic of implicit bias has entered mainstream conversation, and is the subject of discourse and debate. Some believe that implicit biases can be eliminated, and individuals can become consciously unbiased. Others suggest that implicit biases are impossible to change, and that attempting to recognize or manage biases is an exercise in futility.

Can we break our biased habits?

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Admin User

Interesting and helpful, thank...

Fascinating article, thank you! I teach final year medical students about cognitive bias in the context of diagnosis and treatment... Read More
Wednesday, 13 March 2019 1:01 AM
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A Millennial Learner’s Journey to Becoming a Physician Assistant

Growing up, I was often surrounded by health professionals as I accompanied my mother and brother to numerous medical appointments. I was immersed in the healthcare field starting at a very young age and that inspired me to work as a healthcare professional. The physician assistant profession was created in the mid-1960’s to ultimately expand the primary care workforce and address the shift of physicians training to provide specialty care. Over the last forty years, physician assistants have demonstrated that they are effective partners in a changing health care environment and have the ability to fill provider gaps and new roles in interprofessional team-based delivery systems. As a cohort, millennials aspire to have a career that allow us to be mission-driven, have good work-life integration, and experience personal happiness as well as professional success. These are just some of the reasons I - in addition to many other millennials - am drawn to pursuing a career as a physician assistant. In this blog post, I articulate the goals I have developed for my upcoming physician assistant training.

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Admin User

On Your Way, Alyssa!

Speaking as your former professor in Communication Skills, I'd say you learned your lessons well (and I LOVED that second paragrap... Read More
Wednesday, 06 March 2019 3:03 PM
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