This page shows the publications co-authored by Jeremy Richards and Richard Schwartzstein.
Teaching Clinical Reasoning and Critical Thinking: From Cognitive Theory to Practical Application. Chest. 2020 10; 158(4):1617-1628.
Twelve tips for overnight teaching. Med Teach. 2014 Mar; 36(3):196-200.
Building upon the foundational science curriculum with physiology-based grand rounds: a multi-institutional program evaluation. Med Educ Online. 2021 Dec; 26(1):1937908.
Sugar, Sodium, and Water: A Recipe for Disaster. Ann Am Thorac Soc. 2020 08; 17(8):1016-1020.
Avoiding premature closure and reaching diagnostic accuracy: some key predictive factors. Med Educ. 2017 Nov; 51(11):1127-1137.
Assessing the Effectiveness of Case-Based Collaborative Learning via Randomized Controlled Trial. Acad Med. 2016 05; 91(5):723-9.
A randomized pilot study of the use of concept maps to enhance problem-based learning among first-year medical students. Med Teach. 2013 Sep; 35(9):e1478-84.
Clinical physiology grand rounds. Clin Teach. 2013 Apr; 10(2):88-93.
Self-Directed Learning in Medical Education: Training for a Lifetime of Discovery. Teach Learn Med. 2021 Jul 19; 1-11.
The connection strength for co-authors is the sum of the scores for each of their shared publications.
Publication scores are based on many factors, including how long ago they were written and whether the person is a first or senior author.