David A Hirsh

Biographic Data

ID8648308
NAMEDavid A Hirsh
GIVEN NAMESDavid A
FAMILY NAMEHirsh
SIGNATUREHIRSH D A
AFFILIATIONSHarvard Medical School Boston Massachusetts USA
ORCID0000-0002-0304-4047
VERIFIEDYes
TOTAL WORKS20
TOTAL CITATIONS0
WORKS AS AUTHOR20
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2007
LATEST PUBLICATION YEAR2026
H-INDEX0

  • The science of learning and development and medical education in times of stress

    Open AccessDavid A Hirsh, Eric J WarmARTICLEMedical Education2026

    We're sold on SoLD (the science of learning and development) for medical educators to use in times of crisis ... or anytime. #MedEd

  • The Shadow Economy of Effort

    Open AccessEric J Warm, David A Hirsh et al.ARTICLEAcademic Medicine2025

    The shift to pass/fail grading in undergraduate medical education was designed to reduce medical students’ stress. However, this change has given rise to a “shadow economy of effort,” as students move away from traditional didactic and clinical learning to engage in increasing numbers of research, volunteer, and work experiences to enhance their residency applications. These extracurricular efforts to secure a residency position are subphenomena …

  • Incorporation of Trauma-Informed Care Into Entrustable Professional Activities for Medical Student Assessment

    Open AccessLucia Millham, Jennifer Potter et al.ARTICLEAcademic Medicine2025

  • For the sake of co‐regulated learning, consider mindsets, culture and time

    Open AccessJiaxi Tan, David A Hirsh et al.ARTICLEMedical Education2025

    Tian et al. use a socio‐ecological perspective to highlight how “meaningful” relationships may fail to develop due to inter‐individual misalignments between teachers and learners, thereby undermining the teaching‐learning process

  • Formed in context

    Open AccessJiaxi Tan, Honghe Li et al.ARTICLEMedical Education2025

  • Longitudinal Integrated Clerkships, empathy and patient centredness

    Open AccessAlastair Dodsworth, Hugh Alberti et al.ARTICLEMedical Teacher2025

    PURPOSE: Ethical erosion literature describes medical students' patient centredness and empathy declines through their clinical years of training. Longitudinal Integrated Clerkships (LICs), an alternate clinical educational design, have been hypothesised to reduce ethical erosion. The authors aimed to measure change in medical students' patient centredness and empathy at an institution with the largest LIC worldwide. METHOD: Two whole LIC cohorts…

  • Applying self‐determination theory to stem medical schools' clinical teacher sustainability crisis

    Open AccessDavid A Hirsh, Paul Crampton et al.ARTICLEMedical Education2024

  • Career Trajectory and Workforce Outcomes of Graduates of an Urban Longitudinal Integrated Clerkship

    Open AccessJennifer E Adams, Catherine Ard et al.ARTICLEAcademic Medicine2023

    Purpose: Longitudinal Integrated Clerkships (LICs) aimed to build and sustain a rural workforce through medical school clinical exposure have demonstrated success in recruiting trainees to practice in rural areas with workforce shortages.1,2 At the same time, society maintains a critical need for physicians who are dedicated to serving urban underserved patient populations. Many students enter medical school highly altruistic with an orientation …

  • Preliminary Workforce Outcomes of an Urban Longitudinal Integrated Clerkship

    Open AccessJeffrey L Brudney, Jennifer E Adams et al.ARTICLEAcademic Medicine2023

  • Patient outcomes in a Longitudinal Integrated Clerkship

    Open AccessAlastair Dodsworth, Katie Munro et al.ARTICLEMedical Education2023

  • A remedy for discontinuity? Advocating for patient advocacy in undergraduate medical education

    Open AccessAlastair Dodsworth, Deane Oberste-Lehn et al.ARTICLEMedical Education2023

    The authors explain how patient advocacy can be a reparative force to address fragmentation in healthcare systems through advances in the design of clinical education, national frameworks and clinical assessment

  • An exploratory study of goal orientations of traditional block and longitudinal integrated clerkship students

    Stephanie Lin-Beckford, Nora Y Osman et al.ARTICLEMedical Teacher2023

    Background Achievement goal theory links goal setting, motivation, and learning and describes three orientations: ‘mastery’ (seeking learning), ‘performance’ (seeking positive judgments), and ‘performance-avoidance’ (avoiding negative judgments). Mastery orientation is considered most adaptive. The authors investigated goal orientations of traditional block clerkship (TBC) and longitudinal integrated clerkship (LIC) students.Methods This was an e…

  • Biography cards to facilitate student–patient connections in obstetrics/gynaecology clinic

    Open AccessTara A Singh, Allison E Seitchik et al.ARTICLEMedical Education2022

  • Faculty perspectives on facilitating medical students' longitudinal learning

    Open AccessBianca S Shagrin, Bianca Shagrin et al.ARTICLEMedical Education2022

  • Trauma-Informed Medical Education (Time)

    Taylor Brown, Taylor N T Brown et al.ARTICLEAcademic Medicine2021

    The majority of patients and medical students experience some form of psychological trauma or adversity across their life course. All forms of trauma can be associated with adverse health consequences and can negatively affect learning and professional development. Trauma-informed care (TIC) offers a framework to address and mitigate these consequences and promote safety and health. The Substance Abuse and Mental Health Services Administration de…

  • The organizational growth mindset

    Open AccessNora Y Osman, David A HirshARTICLEMedical Education2021

    Using ‘organization growth mindset’ while drawing on Dweck's 'self‐theories,' Osman and Hirsh encourage medical education leaders to imagine and animate cultures of improvement and innovation

  • Coproducing clinical curricula in undergraduate medical education

    Galina Gheihman, Dana G Callahan et al.ARTICLEMedical Teacher2021

    PURPOSE: Educational coproduction, in which learners partner with educators to create and improve their educational experiences, can facilitate student-centered medical education. Empirical descriptions of best practices for involving students in clinical curricular coproduction are needed. We aimed to understand faculty and student perspectives on methods, perceived benefits, and common barriers and solutions to clinical curricular coproduction.…

  • 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…

  • When I say … growth mindset

    Open AccessNora Y Osman, David E E Sloane et al.ARTICLEMedical Education2020

    The authors imagine how learners, teachers, and institutions apply the empirical science of Carol Dweck’s Self‐theories and the “growth mindset” to medical education design

  • “Continuity” as an Organizing Principle for Clinical Education Reform

    David A Hirsh, Barbara Ogur et al.ARTICLENew England Journal of Medicine2007

    The traditional approach to clinical education has involved a series of rotations in various clinical settings. This article which concludes the medical education series, presents evidence and musters arguments for longitudinal integration of the medical curriculum.