Harvard Macy Community Blog

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

Is What You Know Wrong? The Cost of Knowledge Growth and Decay

“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?

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#MedEdPearls October 2018 - Microaggressions

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!

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Embracing Technology to Maximize Your Academic Productivity

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.

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Deploy team science principles to mend “silos” in academic medicine

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.

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Dear Native English Speakers, Please Make Sure Your English is Understandable

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.

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