Harvard Macy Community Blog

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

The Art of Education: The Harvard Macy Institute’s Art Museum-based Health Professions Education Fellowship

A foundational principle of the Harvard Macy Institute (HMI) is to build and nurture collaborations to foster cross disciplinary learning and problem solving. Early collaborations begun with the plans described in the 1994 successful grant submission to the Josiah Macy Jr. Foundation, which laid the foundation for our 26 year collaborations with faculty at the Harvard Medical School, the Harvard Graduate School of Education and the Harvard Business School. The Macy Foundation’s assumption was that neither institution would be as successful working in isolation as they would be in partnership. This blog post tells the story of another fruitful collaboration - one in which health professions educators and museum educators collaborated to design a new fellowship, sponsored jointly with the Cambridge Health Alliance and now part of the HMI course portfolio.

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4 steps to revitalize a tired post-graduate curriculum

Since as early as the 1880s, psychologists studying human memory generated “forgetting curves” which attempt to illustrate memory retention over time. It is thought that adults retain less than 30% of lecture-based content which diminishes over time, and yet this is still a commonly used platform for teaching in medical education. At my institution, our radiology residents receive nearly two hours of dedicated teaching each day, at least half of which is lecture-based didactics. I vividly remember sitting through those 45-minute lectures as a resident, often after lunch, struggling to pry my eyes open. 

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ACGME 2019 Faculty Development Requirements

The Accreditation Council for Graduate Medical Education (ACGME) updated Common Program Requirements (CPRs) for faculty development in July 2019. Moving forward, all core faculty who educate, supervise, and evaluate trainees will be required to participate in at least four (4) faculty development areas annually: as educators; in quality improvement and patient safety; in fostering their own and their trainees’ well-being; and, in patient care based on their practice-based learning and improvement efforts.

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HMI Community Day 2019

The Harvard Macy Institute is a dedicated community of practice with more than 5600 alumni from 81 countries worldwide. We work hard to keep our community connected online, and one of our special initiatives is our annual #HMICommunity Day. This year, we celebrate 25 years of the Harvard Macy Institute with deepest gratitude to our worldwide community of healthcare professionals transforming education and healthcare delivery.

Please join us TODAY, August 13th for #HMICommunity Day - a virtual celebration of our worldwide community of practice! As alumni and friends, join us in showing support for our organization by tagging us in a photo and/or message on one of our three social media platforms – Twitter, Facebook, or LinkedIn – and letting us know what the Harvard Macy Institute means to you. Please tag all messages with our hashtag #HMICommunity, and the hashtag of courses you have attended - #HMIEducators, #HMIAssessment, #HMILeaders, or #HMIHCE.

Thank you for helping us celebrate our worldwide community!

 

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Educators have bought-in to the flipped classroom. But are our learners following suit?

I was flying to join my wife in San Diego, California while she was attending a conference on ocean planning. For those of you not familiar with ocean planning, it is the process of analyzing ocean resources and ocean use. The most important thing about it is that the people who do it usually have conferences in beautiful, often warm and always ocean-adjacent locations. I sat in my seat and reached for the airline magazine. The first article was about medical education and how many medical schools were switching to this new concept of the “flipped classroom.” It highlighted the University of Vermont as well as Harvard Medical School, and how they changed the old model of sitting in a large auditorium, listening for hours on end to someone who had incredible amounts of expertise and information, because they had found learners had trouble committing this information to long-term memory and applying it to new settings. How could this be? The lecture format is the tried and true educational experience. The idea of the “sage in the stage” started with the very advent of universities as far back as 1050 AD. This was the “way it was done.” Why then were these medical colleges completing overhauling the way they teach medicine?

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