Harvard Macy Community Blog

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

Interprofessional Education: Who is buzzing at your planning table?

For the past two years, I have been deeply involved in interprofessional education and collaboration efforts at Cleveland Clinic. As an instructional designer by training, I strive to engage all stakeholders any time I am designing educational programming. This is particularly important when your audiences are from a number of professions, with a wide range of expertise level and diverse views on the need for learning.

Continue reading
382 Hits
0 Comments

October #MedEdPearls: Resources to ease MCQ test writing anxiety

School is back in full swing, and it is a good time for refreshing multiple-choice question (MCQ) exams. Download the following one-page guide for 5 basic steps of item writing.

Continue reading
610 Hits
0 Comments

Removing the Sage from the Stage: Blending Case- and Problem- Based Learning in Graduate Biomedical Research Education

Though those trained in business, law, and medicine are no strangers to active learning techniques in the classroom, scholars in graduate biomedical research programs are still frequently taught using passive lecture-based techniques. This is challenging for many pre-doctoral and master’s level students, who will spend the bulk of their training years conducting inquiry-based research. They are inherently curious and learn best through hands-on techniques. I say this as an individual for whom a single case-based course during my graduate biomedical research training not only vastly improved my educational experience as a student, but also dramatically changed my views on what biomedical research education was and could be.

Continue reading
485 Hits
0 Comments

“Good job, read more:” Making positive feedback truly positive

When I see “good job, read more” on a learner’s assessment form, I chuckle because I have most certainly received that feedback before, as have many other health professional trainees. To some educators, this appears to be effective reinforcing feedback, but a larger number of educators cringe on seeing that phrase, because neither did it take much effort to write those four words, nor does this feedback help a learner improve and grow.

Continue reading
786 Hits
0 Comments

Jumping down the rabbit hole: Questions to chase in medical education

For some time now, I have been contemplating the kinds of questions we ask in health professions education (HPE). These ruminations began in 2010 when I was working on a paper about my medical school’s efforts to implement an educational innovation. Truth be told, I had a real problem. My study was supposed to be an evaluation of the innovation’s implementation; however, the data highlighted all the workarounds we constructed to make the innovation fit within our contextual constraints. How could I evaluate our implementation of the innovation when I was no longer confident that what we had implemented was still an exemplar of the original innovation?I found myself asking questions like: Why do we value this innovation? Why is our implementation an example of the innovation at work? How much can I change the innovation before I turn it into something else?

I started searching the literature to find insights into these questions. Surely other HPE scholars have had similar concerns. Surely I would not be the first to venture down this rabbit hole. Right

Recent comment in this post
Gregg Wells

looking to companion research ...

Excellent! Understanding Why's of learning helps us improve and innovate around the many How's in HPE.Research areas that are com... Read More
Tuesday, 24 September 2019 11:11 PM
Continue reading
1138 Hits
1 Comment