Assessment and Evaluation: Systems Thinking in Health Professions Education
- Harvard Macy Institute
Explore updated strategies for implementing curricular reform, learning assessment, innovation, accreditation, and CQI in medical, nursing, dental, and other health professions schools.
- Live Online
This program is taught online in real time.
Continuing Education Credits
32.00 AMA PRA Category 1 Credit(s)™
A Certificate of Completion is also awarded.
Five Days
The program is five days complemented by one pre-course date and one post-course date.
On This Page
Overview
This program is designed to equip health professions educators with the knowledge, skills, and frameworks necessary to lead meaningful educational change. Grounded in the principles of systems thinking, the curriculum encourages participants to reconceptualize assessment and evaluation as strategic tools for advancing institutional priorities and enhancing learner outcomes. Through a dynamic mix of interactive online learning formats—including case discussions, hands-on workshops, and faculty-guided consultations—participants explore best practices in assessment and apply them directly to their own educational contexts. The experience fosters a collaborative environment where educators can expand their expertise, refine active projects, and return to their institutions with practical, actionable strategies for implementing and sustaining change.
Learning Objectives
- Outline the principles and benefits of a systems approach to assessment and evaluation in health professions education
- Apply key concepts and best practices of systems thinking to your project
- Design implementation plans that align with institutional goals and objectives
- Develop confidence in identifying suitable assessment and evaluation methods
- Sufficient & confident formative purposes, and what is needed for summative purposes
- Evaluate the effectiveness and impact of assessment systems in support of quality improvement and accreditation
- Integrate systems thinking into future projects and initiatives
About the Program
As the demands for health professions education accountability grows increasingly complex, educators must adopt integrated, forward-thinking approaches to curriculum evaluation and improvement. This program empowers participants to align assessment practices with broader institutional goals, drawing on systems thinking to enhance coherence and impact across the educational enterprise.
Grounded in a collaborative learning environment, this program led by a nationally recognized and diverse faculty, equips participants to apply systems thinking to advance assessment and evaluation in health professions education. Participants learn to design meaningful assessment plans, apply effective evaluation tools, and measure the broader impact of their work on learners, faculty, and programs. Participants leave with refined project plans, actionable strategies, and the skills needed to lead innovation and drive continuous improvement at their institutions.
Program Format
This five-day virtual program is complemented by pre-course and post-course sessions. Throughout this virtual experience, scholars engage in a rich array of pedagogical methods, including interactive presentations, journal clubs, small group consultations, and case discussions. Mini workshops offer hands-on exposure to effective assessment tools and strategies, while individualized virtual consultations with expert faculty help refine participants' ongoing educational projects.
Who Should Apply
Designed for health professions educators, academic leaders, curriculum developers, and assessment specialists who are responsible for evaluating educational programs or systems within academic health science institutions. It is particularly well-suited for those seeking to integrate systems thinking into their approach to assessment and evaluation, improve the effectiveness of their educational initiatives, and lead continuous improvement efforts.
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.
Louis Pangaro
MD, MACP
- Professor of Medicine and Health Professions Education, Uniformed Services University of Health Sciences
Lauren Germain
PhD, MeD
- Director, Evaluation, Assessment & Research, SUNY Upstate Medical University
- Assistant Professor, Medicine & Public Health and Preventative Medicine, SUNY Upstate Medical University
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 | |
|---|---|
| Priority Enrollment Deadline: December 31,2025 | $4,400 |
| Regular Enrollment Deadline: February 25, 2026 | $4,800 |
"The program offers a wealth of knowledge and connections that can significantly advance one’s understanding and capabilities in the field."
Learner Stories and Insights
Interview with A Systems Approach to Assessment in Health Professions Education Course Director Louis Pangaro
"We work hard on applying established principles and available research to the needs in one's own institution."
Interview with Assessment and Evaluation: Systems Thinking in Health Professions Education Alumnus Sara Arter
"I was amazed that such a large amount of learning could occur in a week."
Interview with Assessment and Evaluation: Systems Thinking in Health Professions Education Scholar Katherine Chartier
"Interacting with experts in the assessment arena who shared their vast knowledge and practical applications was advantageous."
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Accreditation
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.