Jeremy B Richards
Biographic Data
| ID | 7721707 |
|---|---|
| NAME | Jeremy B Richards |
| GIVEN NAMES | Jeremy B |
| FAMILY NAME | Richards |
| SIGNATURE | RICHARDS J B |
| AFFILIATIONS | Harvard Medical School |
| ORCID | 0000-0002-8922-1955 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Progression of Self-Directed Learning in Health Professions Education
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…
Defining Student-as-Teacher Curricula in the Absence of National Guidelines
Teaching is a critical skill in the medical profession, yet has only recently gained recognition as a core skill for medical students and trainees. Student-as-teacher (SAT) programs provide medical students formal teaching instruction with opportunities for practice. While efforts to determine how SAT courses should be taught are ongoing, the authors’ review of SAT programs in medical schools’ curricula shows they are diverse and often developed …
‘Educator with a capital E’
PURPOSE: Student-as-teacher electives are increasingly offered at medical schools, but little is known about how medical education experiences among enrolled students compare with those of their peers. The study's aim was to characterize medical students' education-related experiences, attitudes, knowledge, and skills based on their enrollment status in a student-as-teacher course. MATERIALS/METHODS: = 11). Transcripts were analyzed using the Fra…
Building upon the foundational science curriculum with physiology-based grand rounds
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…
No prominent works on this page.
Building upon the foundational science curriculum with physiology-based grand rounds
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…
Defining Student-as-Teacher Curricula in the Absence of National Guidelines
Teaching is a critical skill in the medical profession, yet has only recently gained recognition as a core skill for medical students and trainees. Student-as-teacher (SAT) programs provide medical students formal teaching instruction with opportunities for practice. While efforts to determine how SAT courses should be taught are ongoing, the authors’ review of SAT programs in medical schools’ curricula shows they are diverse and often developed …
‘Educator with a capital E’
PURPOSE: Student-as-teacher electives are increasingly offered at medical schools, but little is known about how medical education experiences among enrolled students compare with those of their peers. The study's aim was to characterize medical students' education-related experiences, attitudes, knowledge, and skills based on their enrollment status in a student-as-teacher course. MATERIALS/METHODS: = 11). Transcripts were analyzed using the Fra…
Progression of Self-Directed Learning in Health Professions Education
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…
Innovations in Medical Education (4 works) · Medical school (3 works) · Computer Science (2 works) · Curriculum (2 works) · Higher Education Practises and Engagement (2 works) · Medical education (2 works) · Medicine (2 works) · Psychology (2 works) · Autodidacticism (1 work) · Biomedical and Engineering Education (1 work)