Medical Education Grand Rounds

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Medical Education Grand Rounds

Medical Education Grand Rounds are a series of one-hour monthly sessions, open to all HMS faculty, are held throughout the year. Sessions alternate between HMS and hospital-based medical education grand rounds programs.


The Harvard Medical School is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.


The Harvard Medical School designates this live activity for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity

Medical Education Grand Rounds: Innovations in External Education: Teaching New Learners in New Ways 
Friday September 11, 2015 TMEC RM 250 
David H. Roberts, MD 
Dean for External Education 
Harvard Medical School

Created in 2014, the Office of External Education has extended the reach of HMS in several aspects of medical education for new and existing populations of learners including lay individuals, students considering medical school, and physicians in practice worldwide.  As the inaugural Dean for External Education, Dr. David Roberts has brought together educators from across the HMS community to design and implement novel programming in medical education leveraging new technologies and new venues for learning.  In the kick-off session of the HMS Academy's 2015-2016 Medical Education Grand Rounds series, Dr. Roberts will share his vision for HMS External Education and describe examples of the insights being gained from new External Education content and programs.

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Faculty Interest Form for HMX hospital-based videos

Medical Education Grand Rounds: Medical Education's Global Transformation and Reach: Opportunities for Research Translation and Social Accountability- RSVP 
Friday, October 2, 2015 7:30-9:00AM 
Paul Worley, MD 
Dean of Medicine
School of Medicine, Flinders University,
Adelaide, Australia

The first global wave of reform to modern medical education occurred early in the 20th century following the Flexner report. The second wave arose in the latter half of the last century driven by problem based learning and community orientation. Recently, the Lancet Commission called for a third wave of reform to create transformative system-based medical education. This is an excellent aspiration...but is it possible?

How can we translate new understandings from neuroscience, sociology, and the sciences of learning to meet this calling? Will we be able to transform from eminence-based medical education to evidence-based medical education, and in doing so, what will be the impact on addressing learners needs, institutional priorities, and societal imperatives? How accountable are we prepared to be for the results of our efforts? 

Drawing on evidence from medical schools around the world, we will explore these critical questions and others. We should plan to leave Medical Education Grand Round more curious, informed, and motivated to apply the same level of rigor, passion and creativity to our medical education as we do to our medical practice and our research.

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Medical Education Grand Rounds: 
Tittle: Operationalizing a Program of Assessment for Medical Learners - RSVP

Wednesday, November, 4, 2015 4:00-5:30PM​ - TMEC 250

Eric Warm, MD 
Richard W. & Sue P. Vilter Professor of Medicine Director, Internal Medicine Training Program 
University of Cincinnati College of Medicine  

Medical educators are in the assessment business. Nationally, across institutions, undergraduate medical educators struggle to find the best means to assess students. In graduate medical education, the struggle continues--we must choose the right applicants for our programs, and once chosen, we must assess their progress toward competence. Unfortunately, in each phase of the education continuum, assessment is often of poor quality and put to suboptimal use. This presentation will review the evidence behind these assertions, and detail several models from the literature designed to produce high quality assessment. Two novel programs of assessment will be presented in depth, with an analysis of the successes and failures of each. Participants will then discuss potential next steps in this work. 

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Medical Education Grand Rounds: Building Diversity: A Voyage - RSVP 
Wednesday, December 16, 2015 4:00-5:30PM​
Andre Churchwell, MD
Professor of Medicine (Cardiology), Professor of Radiology and Radiological Sciences, Professor of Biomedical Engineering, and Senior Associate Dean for Diversity Affairs
Vanderbilt University School of Medicine

Diversity and inclusion reside among the central  values of medical education institutions. In this session, HMS alumnus ('79), André L. Churchwell, MD, Senior Associate Dean for Diversity Affairs of Vanderbilt University School of Medicine, reflects upon the voyage undertaken at VUSM to build the climate and structures to best support diversity and inclusion. Dr. Churchwell will use the theme of an evolution of diversity into VUSM's culture, characterizing how the institution went form a "diversity 1.0 " conceptual framework to a "diversity 3.0" framework. Dr. Churchwell will share the successes and challenges along the way and how VUSM hard-wired diversity and inclusion into institutional culture.








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