Harvard Catalyst Profiles

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One or more keywords matched the following properties of Schwartzstein, Richard
overview For the past fifteen years, the focus of much of my clinical and administrative work, as well as my teaching and research has been respiratory physiology. Within this broad field, I have developed a particular interest and expertise in the area of the physiology and language of dyspnea. I have had the unique opportunity to integrate the three major facets of my professional academic life in such a way that each component offers insights that strengthen my capabilities in the other areas. By providing care for patients afflicted with respiratory discomfort, for example, I have gained knowledge that has led to the development and testing of research hypotheses that have broadened our understanding of the physiology of dyspnea, and of the interactions between chemoreceptors, upper airway, pulmonary and chest wall receptors in the generation and modulation of breathlessness. My research on the language of dyspnea, the terms used by patients to describe their breathing discomfort, has, in turn, made me a more astute clinician.Additionally, these clinical and research efforts have made me a far stronger teacher. In fulfilling my educational responsibilities, which range from directing the integrated human physiology course for first year medical students at Harvard to continuing education courses at the annual meetings of the American Thoracic Society, I am able to make the physiology “come alive,” to make it relevant based on my own experiences in the laboratory and at the bedside. It is immensely helpful when questioned by a student about ventilatory control, for example, to be able to say: “Yes, we studied that - what do you think the subjects did under these circumstances?” Because of the trend in recent years for biomedical research to become more focused on cellular biology, there has been a movement to segregate researchers from medical educators. For me, active work as a clinical investigator has been critical to enhancing my capabilities as a teacher and has allowed me to provide a model for students to consider as they contemplate their own career choices. In the past several years, I have added a new dimension to my teaching activities. Healthcare in America is changing at a rapid pace as the pressures of limited resources and managed care become more prevalent. It is my belief that the training of new physicians must incorporate a solid understanding of healthcare financing along with traditional clinical skills if we are to prepare them for the future. Consequently, with funding provided by the Merck Foundation, I developed a three-year program in medical economics, cost-effective and evidence-based medicine for the medical housestaff at the Beth Israel Deaconess Medical Center, and serve as a mentor for senior residents pursuing projects in healthcare economics. Again, I hope to demonstrate to interns and residents that one can be a quality clinician and researcher and still be cognizant of the pressures and demands of the society in which we live.
preferred title Ellen and Melvin Gordon Professor of Medical Education
One or more keywords matched the following items that are connected to Schwartzstein, Richard
Item TypeName
Award or Honor Receipt Harvard Medical School Prize for Excellence in Teaching (Years 1 and 2)
Award or Honor Receipt Class of 2007 Excellence in Teaching Award
Award or Honor Receipt S. Robert Stone Award for Excellence in Teaching
Award or Honor Receipt Class of 2005, Teaching Award, Best Lecturer, Integrated Human Physiology
Award or Honor Receipt Robert C Moellering Jr Award in recognition of excellence in teaching, research, and clinical care
Award or Honor Receipt Class of 2005 Teaching Award, Best Syllabus, Integrated Human Physiology
Award or Honor Receipt Excellence in Teaching Award, Outstanding Lecturer, Class of 2001
Award or Honor Receipt Class of 2004 Teaching Award, Best Lecturer, Integrated Human Physiology
Award or Honor Receipt Class of 2006, Excellence in Teaching Award
Award or Honor Receipt Best Preclinical Teacher, Class Day Award
Award or Honor Receipt Class of 2005 Teaching Award, Best Course Director
Award or Honor Receipt Robert J Glaser Distinguished Teaching Award
Award or Honor Receipt Class of 2005 Teaching Award, Best Course, Integrated Human Physiology
Award or Honor Receipt Best Preclincal Teacher, Class Day Award
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Academic Article Longitudinal pedagogy: a successful response to the fragmentation of the third-year medical student clerkship experience.
Academic Article Toward hypothesis-driven medical education research: task force report from the Millennium Conference 2007 on educational research.
Academic Article Teaching medical students about obesity: a pilot program to address an unmet need through longitudinal relationships with bariatric surgery patients.
Academic Article Twelve tips for facilitating Millennials' learning.
Academic Article Successful implementation of a longitudinal, integrated pathology curriculum during the third year of medical school.
Academic Article Development and implementation of a comprehensive strategic plan for medical education at an academic medical center.
Academic Article Perspective: medical education research and the institutional review board: reexamining the process.
Academic Article Simulation training and its effect on long-term resident performance in central venous catheterization.
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Academic Article Conference proceedings and consensus statements of the millennium conference 2007: a collaborative approach to educational research.
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Academic Article Procedural competence in internal medicine residents: validity of a central venous catheter insertion assessment instrument.
Academic Article Can changes in the principal clinical year prevent the erosion of students' patient-centered beliefs?
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Concept Education, Medical
Concept Emergency Medical Services
Concept Medical Staff, Hospital
Concept Education, Medical, Graduate
Concept Students, Medical
Concept Faculty, Medical
Concept Academic Medical Centers
Concept Education, Medical, Undergraduate
Concept Schools, Medical
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Academic Article The "hidden costs" of graduate medical education in the United States.
Academic Article Redesigning the MCAT exam: balancing multiple perspectives.
Academic Article Twelve tips for overnight teaching.
Academic Article Career development for the clinician-educator. Optimizing impact and maximizing success.
Academic Article Milestones of critical thinking: a developmental model for medicine and nursing.
Academic Article The PrOSTE: identifying key components of effective procedural teaching.
Academic Article Screening for lung cancer with low-dose computed tomography: grand rounds discussion from the Beth Israel Deaconess Medical Center.
Academic Article Getting the right medical students--nature versus nurture.
Academic Article Considering cognition. Current challenges and future directions in pulmonary and critical care fellowship training.
Academic Article How we used a patient visit tracker tool to advance experiential learning in systems-based practice and quality improvement in a medical student clinic.
Academic Article Consensus of the Millennium Conference on Teaching High Value Care.
Academic Article Assessing the Effectiveness of Case-Based Collaborative Learning via Randomized Controlled Trial.
Academic Article Frame-of-Reference Training: Establishing Reliable Assessment of Teaching Effectiveness.
Academic Article Tolerating Uncertainty - The Next Medical Revolution?
Academic Article Critical Thinking in Critical Care: Five Strategies to Improve Teaching and Learning in the Intensive Care Unit.
Academic Article Good Teaching and Good Teachers: The Role of Medical Education Research.
Academic Article Twelve tips for implementation of "student-as-teacher" programs.
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Academic Article Avoiding premature closure and reaching diagnostic accuracy: some key predictive factors.
Academic Article Dental and Medical Students' Use and Perceptions of Learning Resources in a Human Physiology Course.
Academic Article Prevalence of Dyspnea Among Hospitalized Patients at the Time of Admission.
Academic Article The power of nonverbal communication in medical education.
Academic Article Assessing the Effectiveness of Using Mechanistic Concept Maps in Case-Based Collaborative Learning.
Academic Article Using Questions to Enhance Rheumatology Education.
Academic Article Leveraging the Medical School Admissions Process to Foster a Smart, Humanistic, and Diverse Physician Workforce.
Academic Article The Harvard Medical School Pathways Curriculum: Reimagining Developmentally Appropriate Medical Education for Contemporary Learners.
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  • Medical
  • Lecturing
Funded by the NIH National Center for Advancing Translational Sciences through its Clinical and Translational Science Awards Program, grant number UL1TR002541.