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!

As clinician educators, our time is increasingly limited. Often, we must balance competing roles as clinicians, teachers, and program administrators. On top of that, we are expected to produce scholarship as part of our institution’s academic mission and for career advancement. However, the increasing availability of technology provides new opportunities for scholarly output and dissemination. This post will highlight three strategies for using technology to maximize your scholarly output.

Though it is difficult to predict the future, it is safe to say that collaborative, cross-disciplinary approaches to complex societal problems are here to stay. This is evidenced by team science, a collaborative and cross-disciplinary approach that has accomplished biomedical breakthroughs once considered impossible. Making the most of the opportunities that team science has to offer may seem fraught with the challenges of adapting from a solo-investigator culture to one of collaboration; however, new advances become possible through this methodology.

What do the AMEE Conference, Reddit, and popular programming languages - such as Java - have in common? If you answer that they are all based on English, you are correct. Though they are international, their medium of choice, like many other things, is English. The landscape of academia is also English-based, as English publications are far more numerous that those of other languages.

Therefore, native English speakers may naturally feel more at ease communicating with an international audience. However, this BBC article describes why non-native speakers can be more effectual English communicators in these settings, and native speakers should step up their game.

The Harvard Macy Institute Program for Educators in Health Professions is an ideal place to develop and practice new teaching skills consistent with the current knowledge of experiential learning theory, as well as a place to enhance scholarly expertise and explore organizational leadership. As I found, it is also a place to recognize your personal potential and to help others find theirs by identifying ideas, commitments, and even biases, that knowingly or unknowingly hold us back. Ultimately, this allows us to transform into better versions of our educator and leader selves.