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“Good job, read more:” Making positive feedback truly positive
In this Harvard Macy Institute blog post, Jessica Trier discusses the evolving approach to feedback in medical education.
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Jumping down the rabbit hole: Questions to chase in medical education
In this Harvard Macy Institute blog post, Lara Varpio discusses the need for both how and why questions in health professions education (HPE) research.
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Small Group Instructional Diagnosis
MedEdPearls September 2019: Consider how you can use a Small Group Instructional Diagnosis (SGID) for mid-semester evaluations in your medical and health professions courses to gather valuable student feedback and enhance your teaching.
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Inclusive Health Professions Education
In this Harvard Macy Institute blog post, Michael A. Gisondi discusses the importance of creating inclusive learning environments in health professions education.
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The Art of Education: The Harvard Macy Institute’s Art Museum-based Health Professions Education Fellowship
In this Harvard Macy Institute blog post, Corinne Zimmermann and Elizabeth Gaufberg discuss the development of the HMI Art Museum Fellowship in Health Professions Education.
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4 steps to revitalize a tired post-graduate curriculum
In this Harvard Macy Institute blog post, revitalizing post-graduate curriculum through active learning techniques is discussed.
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ACGME 2019 Faculty Development Requirements
MedEdPearls August 2019: How might you make faculty development more digestible and feasible for busy clinical faculty?
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Educators have bought-in to the flipped classroom. But are our learners following suit?
In this Harvard Macy Institute blog post, Stephen P. Wood explores the flipped classroom model and examines how to develop, define, and refine the active classroom.
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Seriously? A Board game?
Using games as a way of creating engagement is explored in this Harvard Macy Institute blog post.
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Peer Observation from #IAMSE19
MedEdPearls July 2019: The 2019 IAMSE workshop emphasized connecting with the "why," encouraging reflection, setting actionable goals, and viewing peer observation as an ongoing process—what lessons have you learned about observation?