Richard M Schwartzstein

Biographic Data

ID7721706
NAMERichard M Schwartzstein
GIVEN NAMESRichard M
FAMILY NAMESchwartzstein
SIGNATURESCHWARTZSTEIN R M
AFFILIATIONSBeth Israel Deaconess Medical Center
ORCID0000-0002-8709-4884
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS0
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2016
LATEST PUBLICATION YEAR2024
H-INDEX0

  • Progression of Self-Directed Learning in Health Professions Education

    Open AccessDimitrios Papanagnou, Stephanie Corliss et al.ARTICLEAcademic Medicine2024

    As the complexity ofmedical knowledge and clinical practice continues to grow, physicians and physicians-intrainingmust learn to identify gaps in their knowledge and understand and engage in self-directed learning (SDL) in pursuit of academic goals and improved clinical performance. There is a lack of consensus, however, on the precise definition of SDL and how it relates to self-regulated learning (SRL) and co-regulated learning (CRL). We propos…

  • Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools

    A Sullivan, Margaret M Hayes et al.ARTICLEMedical Teacher2024

    INTRODUCTION: Critical thinking (CT) is an essential set of skills and dispositions for professionals. While viewed as an important part of professional education, approaches to teaching and assessing critical thinking have been siloed within disciplines and there are limited data on whether student perceptions of learning align with faculty perceptions of teaching. MATERIALS AND METHODS: The authors used a convergent mixed methods approach in re…

  • A multisite randomized trial of implicit versus explicit modeling in clinical teaching

    Mel L Anderson, Christine P Beltran et al.ARTICLEMedical Teacher2023

    Purpose Faculty modeling of desired behaviors has historically been a part of the apprenticeship model of clinical teaching, yet little is known about best practices for modeling. This study compared the educational impact of implicitly versus explicitly modeled communication skills among U.S. medical students.Method Fourth-year medical students from six U.S. academic medical centers were randomly assigned one simulated clinical encounter in whic…

  • Advanced Integrated Science Courses

    Eli M Miloslavsky, Henrike C Besche et al.ARTICLEAcademic Medicine2022

    Scientific research has been changing medical practice at an increasing pace. To keep up with this change, physicians of the future will need to be lifelong learners with the skills to engage with emerging science and translate it into clinical care. How medical schools can best prepare students for ongoing scientific change remains unclear. Adding to the challenge is reduced time allocated to basic science in curricula and rapid expansion of rel…

  • The Harvard Medical School Pathways curriculum

    A Sullivan, Edward Krupat et al.ARTICLEMedical Teacher2022

    Purpose The Harvard Medical School Pathways curriculum represents a major reform effort. Our goals were to enhance reasoning and clinical skills and improve the learning environment and students’ approach to learning via use of collaborative, case-based pedagogy; early clinical exposure; and enhanced approaches to teaching and evaluating clinical skills. We evaluated the impact of Pathways on key outcomes related to these goals.Materials and meth…

  • Building upon the foundational science curriculum with physiology-based grand rounds

    Open AccessArielle L Langer, Brian L Block et al.ARTICLEMedical Education Online2021

    Introduction : Vertically integrating physiology into patient care has the potential to improve clinical reasoning. Clinical Physiology Grand Rounds (CPGR) is a case-based teaching method that brings together students from all years of medical school to focus on linking clinical presentations to core basic science concepts including anatomy, physiology, and pathophysiology. In this study, we describe the implementation of CPGR at two different in…

  • The Harvard Medical School Pathways Curriculum

    Richard M Schwartzstein, Jules L Dienstag et al.ARTICLEAcademic Medicine2020

    As the U.S. health care system changes and technology alters how doctors work and learn, medical schools and their faculty are compelled to modify their curricula and teaching methods. In this article, educational leaders and key faculty describe how the Pathways curriculum was conceived, designed, and implemented at Harvard Medical School. Faculty were committed to the principle that educators should focus on how students learn and their ability…

  • Tolerating Uncertainty — The Next Medical Revolution?

    Arabella L Simpkin, Richard M SchwartzsteinARTICLENew England Journal of Medicine2016

    When we become obsessed with finding the right answer, at the risk of oversimplifying the richly iterative and evolutionary nature of clinical reasoning, the result is the very antithesis of humanistic, individualized patient-centered care.