Jeffrey Schneider, MD, received his undergraduate degree from Brown University and his medical degree from the University of Massachusetts School of Medicine. He is an Associate Professor in the Department of Emergency Medicine at Boston Medical Center/Chobanian and Avedisian School of Medicine. A nationally recognized educator, Dr. Schneider is currently the Chair of the Graduate Medical Education Committee at Boston Medical Center, the Designated Institutional Official for ACGME where he oversees the more than 60 training programs across the organization, and the Assistant Dean for Graduate Medical Education. He also serves as Associate Chief Medical Officer for Boston Medical Center.
Dr. Schneider has served as a mentor and advisor for countless students, residents, and junior faculty, and he has published in both the emergency medicine and graduate medical education literature.
Assistant Dean of Clinical Affairs
Boston University Chobanian & Avedisian School of Medicine
Publications listed below are automatically derived from MEDLINE/PubMed and other
sources, which might result in incorrect or missing publications. Faculty can
to make corrections and additions.
Showing 10 of 32 results.
Brady KJS, Barlam TF, Trockel MT, Ni P, Sheldrick RC, Schneider JI, Rowe SG, Kazis LE. Clinician Distress and Inappropriate Antibiotic Prescribing for Acute Respiratory Tract Infections: A Retrospective Cohort Study. Jt Comm J Qual Patient Saf. 2022 May; 48(5):287-297.View Related Profiles. PMID: 35489803
Brady KJS, Ni P, Sheldrick RC, Trockel MT, Shanafelt TD, Rowe SG, Schneider JI, Kazis LE. Describing the emotional exhaustion, depersonalization, and low personal accomplishment symptoms associated with Maslach Burnout Inventory subscale scores in US physicians: an item response theory analysis. J Patient Rep Outcomes. 2020 Jun 01; 4(1):42.View Related Profiles. PMID: 32488344; PMCID: PMC7266903; DOI: 10.1186/s41687-020-00204-x;
Bautz B, Schneider JI. High-Risk Chief Complaints I: Chest Pain-The Big Three (an Update). Emerg Med Clin North Am. 2020 May; 38(2):453-498. PMID: 32336336
Linden JA, Schneider JI, Cotter A, Drexel S, Frosch E, Martin ND, Canavan C, Holtman M, Mitchell PM, Feldman JA. Variability in Institutional Board Review for a Multisite Assessment of Resident Professionalism. J Empir Res Hum Res Ethics. 2019 04; 14(2):117-125.View Related Profiles. PMID: 30866723
Weir IR, Marshall GD, Schneider JI, Sherer JA, Lord EM, Gyawali B, Paasche-Orlow MK, Benjamin EJ, Trinquart L. Interpretation of time-to-event outcomes in randomized trials: an online randomized experiment. Ann Oncol. 2019 01 01; 30(1):96-102.View Related Profiles. PMID: 30335127; PMCID: PMC6336004; DOI: 10.1093/annonc/mdy462;
Sheng AY, Chu A, Biancarelli D, Drainoni ML, Sullivan R, Schneider JI. A Novel Web-Based Experiential Learning Platform for Medical Students (Learning Moment): Qualitative Study. JMIR Med Educ. 2018 Oct 17; 4(2):e10657.View Related Profiles. PMID: 30333094; PMCID: PMC6231881; DOI: 10.2196/10657;
This graph shows the total number of publications by year, by first, middle/unknown,
or last author.
Gold Standard Reviewer
2014 Council of Emergency Medicine Residency Directors Academy for Scholarship in Emergency Medicine:
Distinguished Educator Award
2014 Massachusetts College of Emergency Physicians:
Physician of the Year Award
2014 Academic Emergency Medicine:
Available to Mentor as: (Review Mentor Role Definitions)
I am Associate Professor of Emergency Medicine, Assistant Dean for Graduate Medical Education, Chair of the Graduate Medical Education Committee, and the former Residency Program Director for the Emergency Medicine Residency Program at Boston Medical Center and the Boston University School of Medicine. Over the course of my career, I have advised and mentored countless medical students, residents, and junior faculty members as they have worked to better understand their own strengths, weaknesses, chosen fields of study, and career trajectories. While these trainees have entered a wide variety of specialties and have taken various academic and non-academic positions, I am particularly proud that many of them have chosen to become physician-educators and mentors themselves.
The recipient of local, regional, and national teaching awards including the Physician of the Year Award (Massachusetts College of Emergency Physicians) and the Distinguished Educator Award (Council of Emergency Medicine Residency Directors Academy of Scholarship in Emergency Medicine), I have significant experience and expertise in enabling learners to develop and improve their own teaching skills. I am fortunate that my ability to bring learners on a journey towards understanding has been recognized and appreciated within my department and on a larger scale. Several of the innovative educational programs that I developed while Program Director have been shared with other departments at my institution, and many other PD’s, both within BMC and across the country, have asked for my advice, guidance, and mentorship. While I have been fortunate to have been asked to speak to Emergency Medicine departments at other establishments, my most gratifying invitations to speak have come from those outside of Emergency Medicine. For example, Surgery, Internal Medicine, Neurology, and Nursing have asked me to speak to their departments – these invitations have not come because I am an expert in approaches to a splenectomy, long-term care of the stroke patient, or new techniques in nursing assessment, but rather because students, residents, faculty, and nurses have identified me as a talented teacher. I am being invited to speak, not to lecture on a particular topic. I view this as an important distinction, and this, in my mind, is one of my most treasured and proudest achievements.
Since being promoted to the position of Designated Institutional Official and Chair of the Graduate Medical Education Committee, I have sought to leverage my experience as an educator while partnering with others across the medical campus to develop a centralized framework for the sharing of educational paradigms. While I have less 1:1 contact with students and residents in my current role, I have found great pleasure in the challenges of creating a centralized structure to facilitate the education of our trainees and faculty. In doing so, I am now able to mentor junior faculty members who are establishing their brand as educators, connect them to colleagues at a similar station, and foster their development.
Work / Life Integration Mentor