Program for Educators in Healthcare Professions
January 13-23 and May 13-17, 2019
Advances in the science of learning require health care educators to develop and practice new teaching skills consistent with the current knowledge of experiential learning theory. The goal of this Harvard Macy Institute Program is to provide a select group of participants with the knowledge base and skills to enhance their expertise in both conducting an educational project of their own design and taking a leadership role in the educational activities at their institutions.
Upon completion of this course, participants will be able to:
- Evaluate how adults learn and incorporate evidence-based teaching strategies and other methods that enhance learning
- Identify the elements of effective curriculum design and plan strategically for curricular change
- Identify leadership styles that increase the likelihood of acceptance to change
- Develop organizational plans strategically for educational innovations in your institution
- Develop skills to deal productively with conflicting responses and resistance to change
- Incorporate the educational innovations designed within your organization
- Evaluate the success of your innovative educational project
- Report the effectiveness and success of your educational innovation to your organization
The goal of the Harvard Macy Institute Program for Educators in Health Professions is to enhance the professional development of physicians, basic scientists, and other healthcare professionals as educators. The program is built around 6 major themes: the science of learning, teaching skills & strategies, inquiry and evidence in education, curriculum design, leadership development, and innovations in education.
Competent clinical faculty can find it challenging to step into the role of teacher, especially if they don’t have a background in education. The next generation of learners needs the capacity to discriminate vast amounts of information & extract & synthesize knowledge that is necessary for clinical and population-based decision making. These developments point toward new opportunities for the methods, means, and meaning of education. The program provides a select group of those involved in training the next generation of healthcare providers with the knowledge base and skills to enhance their expertise in conducting an educational project of their own design and taking a leadership role in the educational activities at their home institutions.
The program consists of two sessions in residence at Harvard: a 10 day winter session and a 6 day spring session. Learning formats include large group presentations; interactive exercises; case-method teaching; problem based learning; observations; reflective use of journals; and discussions in large and small groups. A variety of faculty facilitated small group formats are used to support learning from observations, to draw together scholars with common interests, and to further the development of each scholar’s back home project for educational change.