Brandon Tang | Master of Medical Sciences in Medical Education

Before joining the Master of Medical Sciences in Medical Education program, Brandon Tang, MD, had already authored two medical textbooks, developed two mobile apps, and contributed to over 60 peer-reviewed articles and abstracts. Currently serving as a faculty member at the University of Toronto, Tang was excited to take advantage of Harvard Medical School’s fully remote program. He says, “I was hoping for formal knowledge and skills in medical education and a community of practice.”

In his second and final year, Tang reports that his expectations for the master’s program have been exceeded. In the first year, students are given a rigorous foundation in educational research, methodologies, and tools that enable them to lead a project from start to finish. For Tang, that start to finish meant focusing on educational research beyond teaching curriculum development.

Tang’s thesis project looks at how big data can measure the quality of residents’ care. He says, “With the emergence of these ideas of competency-based or outcomes-based medical education, training programs all over the world are starting to think about how we can actually measure these outcomes and training. There’s all of this amazing data in the electronic health record that has information about the care that we’re giving patients, but we’re not actually using it. It’s an untapped gold mine.”

This ambitious project is only possible with the assistance of a robust thesis committee, which includes faculty from Harvard Medical School and the University of Toronto. “Among the five of them, there’s so much expertise in the worlds of education, quality improvement, and data science. It’s a great group,” Tang says. “They’re critical and evaluate my ideas in a supportive way that’s helped me grow.”

The support doesn’t stop with faculty and mentors, though. Community remains a major part of the Master of Medical Sciences in Medical Education program’s mission, especially given the remote format. This was the first time Tang was learning predominantly online, and while he was pleased with the high-quality lectures, learning software, and small group discussions, he was even more surprised by his classmates.

Tang says, “We were able to form these connections with people, despite it being online, and perhaps in part because it was online. Someone like me who had family and professional responsibilities in Toronto could have classes with colleagues in Switzerland, Japan, and other parts of the world. It’s been amazing to learn from their perspectives and have that connection be so strong in an online program.”

Although Tang is in his second year, he has already been able to implement the lessons he and his classmates have learned. “Teaching and education are interwoven into my role as a clinician-educator,” he says. The clinical part of Tang’s job involves teaching trainees and patient education, which allows him to implement education theories given to him in the program. As an educational scientist, Tang hopes that the work on his thesis will allow him to develop research questions and write proposals for grants. “The master’s program was everything I hoped it would be.”

Tang recommends that all prospective and current students get as involved in the program as possible. “There are so many amazing scholars both at Harvard Medical School and in the broader Harvard community. We have special access as master’s students to the Harvard Macy Institute, which is a world-class educational institute.”

Even though the Master of Medical Sciences in Medical Education program is online, there are many opportunities to hone expertise and develop a sense of belonging. Tang says, “The master’s program encourages us to form lifelong connections and network with each other and alumni. I am really glad that I chose this program, and I can see myself being part of the fabric of the community in the years to come.”

Learn more about the Master of Medical Sciences in Medical Education program.

Written by Bailey Merlin