Jeffrey Schneider, MD, FACEP, 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/Boston University 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.
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 School of Medicine
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:
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 31 results.
Ewen AM, Villarreal-Calderon R, Lynch S, Schneider JI. Integrating Primary Care Appointments Into Resident Orientation. J Grad Med Educ. 2020 Dec; 12(6):759-763. PMID: 33391601
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
Ewen AM, Gittus N, Higgins MCSS, Palma S, Whitley K, Schneider JI. Program Administrator Burnout in Graduate Medical Education: a Longitudinal Study. J Gen Intern Med. 2020 Nov; 35(11):3248-3253.View Related Profiles. PMID: 32399913
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
Chu A, Biancarelli D, Drainoni ML, Liu JH, Schneider JI, Sullivan R, Sheng AY. Usability of Learning Moment: Features of an E-learning Tool That Maximize Adoption by Students. West J Emerg Med. 2019 Dec 09; 21(1):78-84.View Related Profiles. PMID: 31913823; DOI: 10.5811/westjem.2019.6.42657;
Ewen AM, Higgins MCSS, Palma S, Whitley K, Schneider JI. Residency and Fellowship Program Administrator Burnout: Measuring Its Magnitude. J Grad Med Educ. 2019 Aug; 11(4):402-409.View Related Profiles. PMID: 31440333
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
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; DOI: 10.2196/10657;
Linden JA, Breaud AH, Mathews J, McCabe KK, Schneider JI, Liu JH, Halpern LE, Barron RJ, Clyne B, Smith JL, Kauffman DF, Dempsey MS, Dechert TA, Mitchell PM. The Intersection of Gender and Resuscitation Leadership Experience in Emergency Medicine Residents: A Qualitative Study. AEM Educ Train. 2018 Apr; 2(2):162-168.View Related Profiles. PMID: 30051083
This graph shows the total number of publications by year, by first, middle/unknown,
or last author.
Available to Mentor as: (Review Mentor Role Definitions)
I am Assistant 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 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.
In the last threeyears, since assuming my role as 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. For example, I was the driving force behind the creation of a multidisciplinary Educators Academy which has provided multiple opportunities for residents, fellows, faculty, and administrators who are interested in becoming better educators to learn new skills and hone their craft. 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