Kathleen Huth

Biographic Data

ID	8648343
NAME	Kathleen Huth
GIVEN NAMES	Kathleen
FAMILY NAME	Huth
SIGNATURE	HUTH K
AFFILIATIONS	Boston Children's Hospital
ORCID	0000-0001-5976-0280
VERIFIED	Yes
TOTAL WORKS	7
TOTAL CITATIONS	0
AUTHOR COUNT	7
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2020
LATEST PUBLICATION YEAR	2026
H-INDEX	0

Participatory learning in home health care for complex care
Open AccessElaine Lin, Florence Gagne et al.ARTICLEMedical Education2026
Participatory learning in
Creating Accessible Online Content for Health Professions Education
Kathleen Huth, Lori R Newman et al.ARTICLEAcademic Medicine2025
In 2021, nearly 6% of learners studying medicine disclosed disabilities, which was more than double that of 2015.1 Learners seek accommodations for visual, hearing, mobility, and learning disabilities, as well as chronic health conditions. Strategies for supporting accessibility align with best practices for audiovisual and instructional design; however, they are not consistently used in online education. Health professions educators are responsi…
Fostering community of practice
Open AccessCatherine Diskin, David D'Arienzo et al.ARTICLEMedical Education2024
Over the past decade, dedicated complex care fellowship programmes have emerged to prepare paediatric trainees to meet the unique clinical care needs of children with medical complexity (CMC). There is significant heterogeneity in the length, structure and curriculum of these training programmes, often based on local resources. Additionally, as new, non-accredited programmes with relatively few learners, often one fellow per year, their learners …
Family–Educator Partnership in the Development of Entrustable Professional Activities in Complex Care
Open AccessKathleen Huth, Duncan Henry et al.ARTICLEAcademic Medicine2023
Bridge Builders
Open AccessLaura Chiel, Zachary A Winthrop et al.ARTICLEAcademic Medicine2022
Partnering to develop a curriculum in post‐acute care of children with medical complexity
Open AccessJennifer M Perez, Elisabeth Schainker et al.ARTICLEMedical Education2022
Encouraging Entrustment
Elizabeth Pingree, Elizabeth W Pingree et al.ARTICLEAcademic Medicine2020
PURPOSE: To explore resident and attending physician perceptions of resident behaviors and skills that demonstrate trustworthiness and promote entrustment by supervisors. METHOD: Using grounded theory methodology, the authors conducted 3 focus groups with pediatric residents from the Boston Combined Residency Program and 3 focus groups with attending physicians who were either general pediatric hospitalists or other pediatric subspecialists at Bo…

Encouraging Entrustment
Elizabeth Pingree, Elizabeth W Pingree et al.ARTICLEAcademic Medicine2020
PURPOSE: To explore resident and attending physician perceptions of resident behaviors and skills that demonstrate trustworthiness and promote entrustment by supervisors. METHOD: Using grounded theory methodology, the authors conducted 3 focus groups with pediatric residents from the Boston Combined Residency Program and 3 focus groups with attending physicians who were either general pediatric hospitalists or other pediatric subspecialists at Bo…
Bridge Builders
Open AccessLaura Chiel, Zachary A Winthrop et al.ARTICLEAcademic Medicine2022
Partnering to develop a curriculum in post‐acute care of children with medical complexity
Open AccessJennifer M Perez, Elisabeth Schainker et al.ARTICLEMedical Education2022
Family–Educator Partnership in the Development of Entrustable Professional Activities in Complex Care
Open AccessKathleen Huth, Duncan Henry et al.ARTICLEAcademic Medicine2023
Fostering community of practice
Open AccessCatherine Diskin, David D'Arienzo et al.ARTICLEMedical Education2024
Over the past decade, dedicated complex care fellowship programmes have emerged to prepare paediatric trainees to meet the unique clinical care needs of children with medical complexity (CMC). There is significant heterogeneity in the length, structure and curriculum of these training programmes, often based on local resources. Additionally, as new, non-accredited programmes with relatively few learners, often one fellow per year, their learners …
Creating Accessible Online Content for Health Professions Education
Kathleen Huth, Lori R Newman et al.ARTICLEAcademic Medicine2025
In 2021, nearly 6% of learners studying medicine disclosed disabilities, which was more than double that of 2015.1 Learners seek accommodations for visual, hearing, mobility, and learning disabilities, as well as chronic health conditions. Strategies for supporting accessibility align with best practices for audiovisual and instructional design; however, they are not consistently used in online education. Health professions educators are responsi…
Participatory learning in home health care for complex care
Open AccessElaine Lin, Florence Gagne et al.ARTICLEMedical Education2026
Participatory learning in