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Jeremy Richards, MD, MA, FACP, ATSF

@jbricha1.bsky.social
158 followers 67 following 780 posts

Medical educator, Pulmonary & Critical Care physician #curiosity #criticalthinking #globalhealth m connects.catalyst.harvard.edu/Profi… wausm.education/md-program/faculty/…

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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 15/01/2026
Learn more about Training to Teach in Medicine here: learn.hms.harvard.edu/programs/tra... And, the Med Sci Educ full text link for Thesen T et al. Medical Science Educator. 2024: tinyurl.com/nh9jrzcr Reference: Abd-Alrazaq A et al. JMIR Med Educ. 2023;9:e48291: mededu.jmir.org/2023/1/e48291/
learn.hms.harvard.edu
Training to Teach in Medicine | Harvard Medical School Professional, Corporate, and Continuing Education
Gain the skills to teach and inspire future health care professionals using innovative, evidence-based strategies in diverse learning settings.
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 15/01/2026
The takeaway isn't the AI tool, but the *pedagogy*: ✔ intentional case design ✔ structured feedback ✔ alignment w/ learning objectives Programs like Training to Teach in Medicine at @harvardmed.bsky.social helps clinicians develop skills for teaching emerging technologies in #MedEd
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 15/01/2026
Notably, the platform supports text & voice, it is multilingual, & it is freely accessible - advancing equity across globally diverse & resource-limited institutions. This positions #AI patient actors as complements, not replacements, to human standardized patients.
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 15/01/2026
Learners receive immediate, rubric-based formative feedback from the AI, supporting deliberate practice in: • clinical interviewing • diagnostic reasoning • communication skills This aligns with evidence linking feedback in sim to clinical performance: onlinelibrary.wiley.com/doi/10.1111/...
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 15/01/2026
Key design insight: The LLM does *NOT* generate medical facts. Rather, human-authored cases constrain the AI’s responses - reducing hallucinations & preserving educator control over content, a critical principle for responsible AI adoption in #MedEd, addressing known risks of LLMs. #meded #AI #sim
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 15/01/2026
Standardized patients teach clinical communication & reasoning, but are resource-intensive & inequitable at scale. An article in Med Sci Educ introduces an open-access AI Patient Actor to enable scalable self-paced clinical interviewing w/ formative feedback. Link: doi.org/10.1007/s406...
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 14/01/2026
A link to this article (not full text 🙁) is here link.springer.com/article/10.1... more info about @scholarrx Bricks 🧱 is here scholarrx.com/brick-exchan... and more info about Training to Teach in Medicine 😀can be found at learn.hms.harvard.edu/programs/tra... @harvardmed.bsky.social #meded
learn.hms.harvard.edu
Training to Teach in Medicine | Harvard Medical School Professional, Corporate, and Continuing Education
Gain the skills to teach and inspire future health care professionals using innovative, evidence-based strategies in diverse learning settings.
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 14/01/2026
If you’re redesigning curricula, consider integrating: • jigsaw or team-based peer learning • interactive modular content • structured assessment Programs like Training to Teach in Medicine @harvardmed.bsky.social help clinicians learn about evidence-based teaching strategies #meded
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 14/01/2026
Key takeaways for #meded: → METHOD matters (active peer-assisted strategies outperform lecture) → RESOURCES matter (high-quality modular tools work) → Students value CONTROL & COLLABORATION Aligns with competency-based education & constructivist learning theory #medtwitter
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 14/01/2026
Modules such as @scholarrx.bsky.social Bricks enhanced outcomes across groups, likely due to: - concise organization - interactive visuals - cognitive load reduction Prior work shows AV/multimodal tools improve memory & engagement (Pujol et al, Brain Behav 2021; doi:10.1002/brb3.1427).
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 14/01/2026
The jigsaw strategy (learn in expert group → teach peers in home group) promoted: ✔️engagement ✔️communication ✔️self-directed learning ✔️accountability Findings align with prior evidence that collaborative learning improves retention and performance (Oakes et al, Sagsoz et al)
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 14/01/2026
A 4-arm randomized pilot trial in Medical Science Educator compared jigsaw peer-assisted learning vs lectures +/- modular digital resources (@scholarrx.bsky.social Bricks) Result: active, peer-led methods improved knowledge, motivation & perceptions of learning link.springer.com/article/10.1...
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 13/01/2026
Medical educators planning curricula can find value in structured programs like Training to Teach in Medicine, which equips clinicians with evidence-based teaching strategies - including how to incorporate practice-relevant competencies such as nutrition. learn.hms.harvard.edu/programs/tra...
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 13/01/2026
Why this matters 🤔 -> diet quality drives risk for heart disease, diabetes, obesity, cancer & more diseases - yet most physicians report insufficient nutrition training. Aligning education with practice can improve patient care & population health. @nutrisci.bsky.social @hsph.harvard.edu
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 13/01/2026
Experts recommend integrating these #nutrition competencies into #UME & #GME curricula, assessed via OSCEs, simulated cases, boards & student feedback - signaling a shift toward tested competence, not just *optional* content. #MedTwitter #MedEd @harvardmed.bsky.social
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 13/01/2026
Consensus priorities include: • Evidence-based, culturally sensitive nutrition guidance • Screening for food & nutrition insecurity • Collaborative multidisciplinary nutrition care • Nutrition assessment via diet history and lab data (100% expert agreement on many) @atsmeded.bsky.social
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 13/01/2026
Nutrition is central to chronic disease prevention and care, yet historically under-emphasized in #MedEd. A consensus in JAMA Network Open from 9.24 outlines 36 essential nutrition competencies for medical students & physician trainees. jamanetwork.com/journals/jam... @jamanetworkopen.com
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 07/01/2026
Again, here is a link to the full text of this brief, descriptive & interesting article in "Patient Education & Counseling": www.sciencedirect.com/science/arti... And kudos to @amybzelenski.bsky.social (cc @wiscmedphys.bsky.social @atsmeded.bsky.social ) www.sciencedirect.com/journal/pati...
sciencedirect.com
Improv in health professions education special interest group: Creating community and collaboration
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 07/01/2026
For educators in #MedEd: improve is a dynamic & "evidence-informed" teaching approach to consider incorporating improv principles like “Yes, and…” spontaneous response exercises, & reflective debrief into teaching to strengthen communication skills, team dynamics, &rapport.
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 07/01/2026
In health professions settings, #improv can support interprofessional communication, foster psychological safety, & encourage collaborative problem-solving to help learners join in dialogue without waiting for the “perfect script.” @atsmeded.bsky.social #MedEd @harvardmed.bsky.social
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 07/01/2026
Improv training enhances active listening, empathy, perspective-taking & adaptability, bridging gaps between scripted communication curricula & real-world patient encounters where uncertainty & complexity are the norm. It helps learners respond to uncertainty in the moment. . .
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 07/01/2026
Medical improv isn’t *comedy* - it’s a structured, experiential method adapted from theater to build communication, adaptability, listening, & teamwork skills. An interesting article from @amybzelenski.bsky.social & colleagues re principles of improv in #MedEd www.sciencedirect.com/science/arti...
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 06/01/2026
Once more - here's a link to the #fulltext manuscript at @NEJM_AI cc'ing @adamrodmanmd.bsky.social & @liamgmccoy.bsky.social as authors of this interesting #clinicalreasoning benchmarking study: ai.nejm.org/doi/full/10....
ai.nejm.org
Assessment of Large Language Models in Clinical Reasoning: A Novel Benchmarking Study
Large language models (LLMs) are increasingly deployed for clinical decision support, yet standard evaluations such as medical licensing exams overlook how clinicians update decisions in dynamic co...
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 06/01/2026
Studies like this emphasize why AI belongs inside #MedEd - but only with intentional pedagogy In Training to Teach in Medicine at @harvardmed.bsky.social we focus on ways to integrate tech like #AI while preserving clinical reasoning, judgment & safety learn.hms.harvard.edu/programs/tra...
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 06/01/2026
Educational takeaway: If learners rely on AI tools, we must explicitly teach reasoning evaluation, not just answer validation. This study strengthens the case for: • Teaching metacognition • Assessing reasoning processes • Designing AI-aware curricula @bidmcreseach.bsky.social
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 06/01/2026
Key insight from this study: LLMs can often reach correct answers despite flawed or inconsistent reasoning paths - and may sound confident even when logic is weak. For educators, this reinforces a core principle: Correctness ≠ sound clinical reasoning #MedEd #MedTwitter
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 06/01/2026
Unlike prior evaluations focused mainly on final answers, this study benchmarks LLMs using structured clinical reasoning tasks: testing diagnostic logic, stepwise reasoning, & vulnerability to cognitive errors. ai.nejm.org/doi/full/10....
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 06/01/2026
LLMs are increasingly used for clinical support & #meded but how well do they actually reason? A study in NEJM AI from @adamrodmanmd.bsky.social et al rigorously evaluates LLM performance on clinical reasoning tasks, moving beyond superficial accuracy to see HOW answers are generated
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 05/01/2026
To deepen #meded expertise in inclusive teaching design & policy implementation, structured development helps: Training to Teach in Medicine @harvardmed.bsky.social explores policy, pedagogy, & eval frameworks that elevate educational systems. learn.hms.harvard.edu/programs/tra... #MedTwitter
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 05/01/2026
Implementing inclusive policies intersects with broader educational quality work: competency frameworks, assessment validity & program eval - themes core to GME scholarship & pedagogy. Tools like this can be platforms for scholarly inquiry & #meded research @bidmcreseach.bsky.social
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 05/01/2026
Disability inclusion isn’t just ethical - it affects learner success & patient care. Trainees with disabilities face barriers to assessment & participation in clerkships & residency. Structured policy can reduce bias & enhance educational equity jamanetwork.com/journals/jam... @atsmeded.bsky.social
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 05/01/2026
This toolkit addresses a core gap: many GME programs lack explicit policies on disability accommodation and access. Clear guidance helps align clinical training with principles of equity, accessibility, & accreditation expectations. @harvardmed.bsky.social @jgmejournal.bsky.social
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 05/01/2026
Disability inclusion in GME isn’t optional - it’s essential. A 2025 article in @jgmejournal.bsky.social introduces the Disability Policy Toolkit, a structured resource to guide programs in policy development & inclusive training. 🔗 pubmed.ncbi.nlm.nih.gov #MedEd #MedTwitter #Education #GME
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 22/12/2025
For clinician-educators, integrating Death Café–inspired dialogue into curricula can build comfort w/ difficult conversations & reflect the holistic patient care, aligning w/ frameworks explored in Training to Teach in Medicine by @harvardmed.bsky.social learn.hms.harvard.edu/programs/tra... #MedEd
learn.hms.harvard.edu
Training to Teach in Medicine | Harvard Medical School Professional, Corporate, and Continuing Education
Gain the skills to teach and inspire future health care professionals using innovative, evidence-based strategies in diverse learning settings.
000
Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 22/12/2025
Even mixed methods research suggests educational Death Café programs may reduce fear of death and increase readiness for advance care planning among nursing students. Nurse Educ Today 2026: pubmed.ncbi.nlm.nih.gov/41175814/ #MedEd #PalliativeCare @atsmeded.bsky.social @countwaylibrary.bsky.social
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 22/12/2025
In palliative care teaching, structured Death Café formats helped students reflect on basic questions of mortality, clinician roles in end-of-life care & professional growth, w/o negative feedback from participants. Palliat Care Soc Pract 2024: pubmed.ncbi.nlm.nih.gov/39465097/ #MedEd
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 22/12/2025
A 2024 study in BMC Health Services Research found that Death Cafes have real educational value: open death discussions help participants confront societal avoidance of death and deepen communication about dying - useful for clinicians & educators doi.org/10.1186/s129... #MedEd
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 22/12/2025
Originating with Bernard Crettaz’s "café mortel" & popularized globally since 2011, Death Cafés provide agenda-free, safe spaces for dialogue about death, not grief counseling. They are NOT therapy, but shared conversations that reduce taboo. pubmed.ncbi.nlm.nih.gov/28490282/ #MedEd
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 22/12/2025
Talking about death and dying remains difficult - even for clinicians. Death Cafés are informal, participant-led gatherings where people discuss death openly over tea & conversation, aiming to normalize the topic and deepen understanding. 🌱 #MedEd #EndOfLife #death @countwaylibrary.bsky.social
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 20/12/2025
But, educators who intentionally create productive struggle may be PENALIZED by learner evaluations. Faculty development & institutional alignment matter. These concepts are explored in programs like Training to Teach in Medicine course @harvardmed.bsky.social learn.hms.harvard.edu/programs/tra...
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 20/12/2025
The difference between productive & unproductive struggle is 2/2 design & context: calibration to prior knowledge, timely feedback, psychological safety & sociocultural clinical environment realities. Struggle w/o support erodes learning; struggle w/ scaffolding builds capability.
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 20/12/2025
A powerful shift proposed in this paper: reframe learner struggle as diagnostic data, not failure. Learner feedback describing frustration or uncertainty may signal meaningful learning OR unproductive struggle caused by poor design, lack of support, or hidden curriculum effects.
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 20/12/2025
Productive struggle = pathway to adaptive expertise - helping learners move beyond efficiency toward flexibility, transfer, & reasoning in unfamiliar situations. The key question isn’t ‘Is this hard?’ but ‘Is this struggle intentional & aligned with learning goals?’ #meded
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 20/12/2025
Many educators in #meded try to eliminate learner struggle in the clinical learning environment. *ANOTHER* 2025 paper in Medical Teacher argues the opposite: some struggle is not only inevitable, but essential - if it is productive & supported. 🔗 PubMed: pubmed.ncbi.nlm.nih.gov/41028914/
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 19/12/2025
Link to the IAMSE webpage with more info and an application portal: www.iamse.org/reminder-cal...
iamse.org
Reminder* Call for 2026 IAMSE-ScholarRx Student Educational Research Grants - International Association of Medical Science Educators - IAMSE
Due January 15, 2026 As a reminder, the International Association of Medical Science Educators (IAMSE) is pleased to once again accept applications for the IAMSE-ScholarRx Student Educational Research...
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 19/12/2025
Medical education students: a reminder about a great funding opportunity. The IAMSE–ScholarRx Student Educational Research Grants are now open for 2026. Up to $2,500 to support education research, with presentation at IAMSE. Deadline: 1/15/26 @scholarrx.bsky.social @iamse.bsky.social
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 18/12/2025
This work aligns w/ faculty development that treats teaching as scholarly practice. Training to Teach in Medicine program at Harvard helps educators take theory, like productive struggle & psychological safety, into intentional teaching. learn.hms.harvard.edu/programs/tra... @harvardmed.bsky.social
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 18/12/2025
For educators, the implication is clear ✅ difficulty must be deliberately designed & *socially* *scaffolded*. This includes norm-setting, modeling uncertainty, framing errors as data, & explicitly naming struggle as part of learning. #meded #medtwitter #learningenvironment
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 18/12/2025
Without psychological safety, learners interpret struggle as threat. This activates impression management, avoidance, or silence 🫣 especially in clinical learning environments with hierarchy, time pressure, & public performance. #meded #education #psychologicalsafety
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Jeremy Richards, MD, MA, FACP, ATSF @jbricha1.bsky.social · 18/12/2025
The authors distinguish productive struggle from harmful difficulty. Productive struggle involves challenge within reach, aligned goals, feedback, and a learner belief that errors are expected- not punished. Psychological safety is the enabling condition. #meded #medtwitter
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