Harvard Macy Community Blog

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

Together, When Apart

On March 6th 2020, I wished our first year medical students good luck on their Physiology exam, and told them I hoped I would see them on Monday. Alas, on March 8th, the dreaded (but expected) email arrived. Due to COVID19, all in person classes were suspended immediately. With one day's notice, and with no preparation, we all moved to a world of Zoom. 

As course director, I quickly learned the basic features of Zoom, created meeting links, and began to lecture and facilitate small groups from my apartment. That, it turned out, was the easy part.  It soon became clear that there was a much bigger need to address: the mental health and well-being of our students. For many, class time is an integral part of their social life and gives their day purpose and structure. Now, as they were sheltering in place, with many returning to homes across the country, they were far removed from their study buddies and the camaraderie that infuses a medical school class. Moving lectures online is a matter of technology. How do we replace the “we’re all in this together” spirit of the lecture hall and small group room?

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October 2020 #MedEdPearls: Embracing the Power of Mentored Peer Review

Peer review of articles submitted to journals is the standard for determining the value of scientific scholarship for publication. As trained faculty and educators, it is part of our professional development and contribution to our scientific community to engage in peer review. However, the experience can be intimidating, isolating, and time consuming, especially when completed by an individual reviewer. Moreover, trainees or junior faculty may eschew peer review opportunities for lack of prior experience or feelings that they do not have the skills or preparation to complete a peer review independently.

 

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Guest — Kulmohan Singh

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Wednesday, 02 December 2020 9:09 AM
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The Harvard Macy Institute Podcast #7: Systems of Assessment in Educational Settings

The Harvard Macy Institute Podcast aims to connect our Harvard Macy Institute community and to develop our interest in health professions education topics and literature. Our podcast is hosted by our Program for Educators in the Health Professions course faculty Victoria Brazil, and will feature interviews with health professions education authors and their research papers.

Podcast #7 explores systems of assessment. John Norcini joins host Victoria Brazil to discuss his article - What’s Next? Developing Systems of Assessment for Educational Settings. John is a senior faculty for the Harvard Macy Institute program A Systems Approach to Assessment in Health Professions Education, and this podcast is a complement to the upcoming virtual program in October.

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The Harvard Macy Institute Podcast: Learning Strategies for Health Professions – Is There a Gap from Evidence to Practice?

The Harvard Macy Institute Podcast aims to connect our Harvard Macy Institute community and to develop our interest in health professions education topics and literature. Our podcast is hosted by our Program for Educators in the Health Professions course faculty Victoria Brazil, and will feature interviews with health professions education authors and their research papers.

Podcast #6 explores evidenced based learning strategies – and whether learners and teachers practice them. Felipe Piza is first author of an article in Medical Teacher looking at this issue. He joins host Victoria Brazil and his research mentor and Harvard Macy Institute Program for Educators in Health Professions co-director Holly Gooding to discuss. 

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Designing Programmatic Assessment Structures to Support Learning

Among the myriad disruptions the COVID-19 pandemic has caused, medical educators are thinking about how they can ensure students moving through adapted curricula are progressing appropriately, and are motivated as they learn in this new environment. We recently published a 12-tips article: Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system. This paper provides practical advice for schools to consider to help students learn from assessments and to learn with the goal of becoming excellent physicians. We encourage educational leaders and students to utilize evidence-based assessment practices to support these learning goals.

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