Assessment and Evaluation: Systems Thinking in Health Professions Education

  • Harvard Macy Institute
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Application Deadline: February 25, 2026

Gain skills and actionable strategies to reimagine assessment, evaluation, and curricular reform by applying systems thinking for lasting impact across health professions programs and institutions.

  • Live Online

This program is taught online in real time.

Please see more program fee information below.

Early Application Deadline:

Continuing Education Credits

32.00 AMA PRA Category 1 Credit(s)

A Certificate of Completion is also awarded.

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Five Days

The program is five days complemented by one pre-course date and one post-course date. 

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Overview

This one-week immersive online program empowers health professions educators and leaders to drive meaningful educational change within complex organizations. Grounded in systems thinking, the curriculum equips participants with principles and frameworks to reconceptualize assessment and evaluation as strategic tools for advancing institutional priorities and improving learner outcomes. Through dynamic interactive formats — including case discussions, hands-on workshops, and personalized faculty consultations — attendees explore best practices in assessment, collaborate with peers, and apply new strategies to their own educational contexts. Scholars leave with expanded expertise, ready to implement and sustain transformative improvements within their institutions.

Learning Objectives

  • Cultivate new skills and habits in the strategic design and use of assessment.
  • Develop capability in systems thinking to advance assessment in your institution.
  • Apply data-informed evaluation strategies to measure improved educational quality and outcomes.
  • Enhance your effectiveness as an educational leader and change agent.

Participant Types

Clinicians, Health Care Professionals, Educators

About the Program

As educators and leaders in health care face growing demands for accountability and excellence in complicated systems, they must adopt integrated, innovative approaches to curriculum evaluation and improvement. This program supports participants to align assessment practices with broader institutional goals, drawing on systems thinking to enhance coherence and impact across the enterprise. Guided by renowned faculty, scholars learn to design meaningful assessment plans, deploy effective evaluation tools, and measure outcomes for learners, faculty, and programs. The collaborative learning environment provides space to refine active projects, conceptualize actionable strategies, and develop the confidence and skills to lead innovation and drive continuous improvement.     

Program Format

This five-day virtual program features interactive presentations, journal clubs, small group consultations, and case-based workshops, all complemented by pre- and post-course sessons for extended engagement. Personalized faculty mentoring helps participants tailor new strategies to enhance their own educational projects.

Who Should Apply

This program is ideal for health professions educators, academic leaders, curriculum developers, and assessment specialists responsible for evaluating courses, programs, or systems. The experience is particularly well-suited for those seeking to apply systems thinking to organizational challenges, enhance the effectiveness of their educational initiatives, and lead sustainable institutional improvement.

Program Faculty

The program is led by a distinguished teaching team of experts in medical education, who bring a wealth of experience and a commitment to supporting your growth as an educator and leader in the health care field.

Martin Pusic, MD 

Mark Grichanik, PhD

Mark is the Director of Program Evaluation at the David Geffen School of Medicine at UCLA, where he codirects the Educational Measurement Unit. His academic interests include technology-enhanced healthcare education, innovative assessment and evaluation approaches, and the behavioral economics underlying medical education practice. He is motivated by solving complex challenges in medical education and balancing rigor with practicality in dynamic organizational contexts. 

Susan Farrell, MD, EdM 

Susan is the associate dean for assessment and evaluation at Harvard Medical School. Previous to her current position, she worked as the education program director at Partners HealthCare International and the director of continuing professional development at Mass General Hospital Institute of Health Professions. She specialized in emergency medicine and medical toxicology. 

Farhan Bhanji, MD, MSc (Ed), FRCSC, FAHA 

Farhan is the vice-dean of education, faculty of medicine and health sciences (FMHS) at McGill University. He also works as a pediatrician and a professor of pediatrics, which has led him to earn the Kaplan Award for clinical teaching from the McGill Pediatrics residents and the New Educator’s Award from the Canadian Association for Medical Education. His areas of interest include extracorporeal and pediatric advanced life support, pediatric transport, cardiac critical care, and global health. 

Eric Holmboe, MD 

Eric is the Chief Executive Officer of Intealth and has previously served as the Chief Research, Milestones Development and Evaulation Officer at the Accrediation Council for Graduate Medical Education. Eric is passionate about improving medical education and clinical pracice through the advacement of assessment methods, tools, and systems. He has also been a professor adjunct of medicine at Yale University and the Chief Medical Officer at the American Board of Internal Medicine. 

Todd Cassese, MD 

Todd is passionate about developing student assessment that is applicable to the work students will do as physicians and developing helpful ways to evaluate the college's programs and faculty. His research focuses on applying theoretical constructs in business, education, and humanities to challenges in medical education.

Program Fee

Program fees do not include airfare, accommodation, meals, or educational materials. Review Cancellation Policy

  Program Fee
Early Application Deadline: December 31,2025$4,400
Final Application Deadline: February 25, 2026$4,800

Application Requirements

Applicants must submit a project proposal and meet specific deadlines.

To prepare your application for submission, please have the following documents available:

  • Current contact information, credentials, and scholarly background: This information helps us to form the diverse interprofessional and international groups that are the hallmark of the Harvard Macy Institute programs.
  • Project Information: During this program, you will collaborate with a small group of scholars on a project that you propose to implement at your home institution. This project is intended to address a specific issue or institutional challenge and will be central to your learning experience at Harvard. Please note, if accepted to the program the project description will be shared with fellow attendees and faculty to facilitate collaboration. We recognize your project may be in its preliminary stages and hope to support you to refine and develop your ideas throughout the program. Your project idea should include:
    • Project title
    • Project description (Include goals and what question, concern, problem, or situation is addressed by your project.)
    • Project Context (Include the number of individuals who will be impacted by your project. Which key leaders, stakeholders, participants, and/or systems will influence its success? What barriers do you anticipate in completing this project?)
    • Project Outcomes (What outcome(s) will define success for your project and what is the plan for measuring those outcomes?)

There is no application fee for this program.

*Your personal statement is an opportunity for the admissions committee to hear your voice. You can use a generative AI tool as you develop your essay, however, you are responsible for ensuring the veracity and originality of your statements. You are also responsible for acknowledging the use of the tool. If an essay is suspected to have used one of these tools without attribution or in its entirety, we reserve the right to deny your admission to the program or request that you submit a new essay in order to be considered.

We will acknowledge receipt of all applications and maintain all application information in strict confidence.

Students can expect to hear a decision on their application within 8 weeks of the application deadline.

"The program offers a wealth of knowledge and connections that can significantly advance one’s understanding and capabilities in the field."

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Accreditation

In support of improving patient care, Harvard Medical School is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

The Harvard Medical School designates this live activity for a maximum of 32.00 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

For the purpose of recertification, the American Academy of Nurse Practitioners Certification Board and American Nurses Credentialing Center accept AMA PRA Category 1 Credit™ issued by organizations accredited by the ACCME (Accreditation Council for Continuing Medical Education). We would also suggest that learners check with their state licensing board to ensure they accept reciprocity with AMA PRA Category 1 Credit™ for re-licensure.

The National Commission on Certification of Physician Assistants (NCCPA) states that AMA PRA Category 1 Credits™ are acceptable for continuing medical education requirements for recertification. We would also suggest that learners check with their state licensing board to ensure they accept reciprocity with AMA PRA Category 1 Credit™ for re-licensure.

The American Medical Association (AMA) has an agreement of mutual recognition of continuing medical education (CME) credit with the European Union of Medical Specialties (UEMS). Additional information regarding this agreement may be found on the European Union of Medical Specialties website.

The Royal College of Physicians and Surgeons of Canada recognizes conferences and workshops held outside of Canada that are developed by a university, academy, hospital, specialty society or college as accredited group learning activities.

Competencies

This course is designed to meet the following Institute of Medicine Core Competencies:

  • Work in Interdisciplinary Teams
  • Apply Quality Improvement

This course is designed to meet the following American Board of Medical Specialties (ABMS) / Accreditation Council for Graduate Medical Educational (ACGME) competencies:

  • Patient Care and Procedural Skills
  • Professionalism
  • Interpersonal and Communication Skills

Dislcaimer & Disclosure

CME activities accredited by Harvard Medical School are offered solely for educational purposes and do not constitute any form of certification of competency. Practitioners should always consult additional sources of information and exercise their best professional judgment before making clinical decisions of any kind.

Note: AMA PRA Category 1 Credit™ is calculated based on submission of a preliminary agenda and may be subject to change.

In accord with the disclosure policy of the Medical School as well as standards set forth by the Accreditation Council for Continuing Medical Education (ACCME), course planners, speakers, and content reviewers have been asked to disclose any relationships they have to companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. In addition, faculty have been asked to list any off-label uses of pharmaceuticals and/or devices for investigational or non-FDA approved purposes that they plan to discuss.

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