​My research investigates the impact of identity (especially gender, race, and gender identity) on the ways that individuals interact within academic and medical contexts, as well as the long-term impact of these differences in interaction style. In health professions education contexts, I am particularly interested in hidden, informal, and formal curricula related to emotions and communication. My most recent work exploring this topic, a study investigating the effects of race and gender on the assessment of medical students by standardized patients, was funded by the National Board of Medical Examiners' (NBME) Edward J. Stemmler Medical Education Research Fund. 

Please see below for links to my scholarship or visit my Google Scholar or OrcID profiles. 

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Balmer et al. (2020). Applying the Theory of Gendered Organizations to the Lived Experience of Women with Established Careers in Academic Medicine

Geraghty et al. (2020). Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education

Chua et al. (2019). The Patient Experience Debrief Interview: How Conversations With Hospitalized Families Influence Medical Student Learning and Reflection

Hirshfield et al. (2019). Pre‐medical majors in the humanities and social sciences: impact on communication skills and specialty choice

Endo et al. (2018). “Geriatrics Curriculum Needs Assessment for Dermatology Residency Programs.”

Minier et al. (2018). “Schools and Health: An Essential Partnership for the Effective Care of Children with Chronic Conditions.”

Hirshfield & Glass. (2018). “Gender and Diversity in STEM and Medical Careers”

Stephens et al. (2017). “Drawing Doctors vs. Nurses: Gendered Perceptions of Health Professionals

Vyas et al. (2017). Commentary: “Professional Identity and Performance Appraisal: Implications for Indian Medical Education.”

Osta et al. (2017). “Acculturation Needs of Pediatric International Medical Graduates: A Qualitative Study.”

Hirshfield (2017). “‘I Don’t Know Everything, But Ethan Would Know’: Language, Expertise, and the Cultural Mismatch for Women Scientists.”

Hirshfield & Underman. (2017). “Empathy in Medical Education: A Case for Social Constructionism.”

Underman et al. (2016). “Transgender Health: A Standardized Patient Case for Advanced Clerkship Students.”

Hirshfield (2016). “Who’s the Expert?: Gendered Conceptions and Expressions of Expertise by Chemists-in-Training.”

Underman & Hirshfield (2016). “Detached Concern?: Emotional Socialization in Twenty-First Century Medical Education.”

Hirshfield (2015). “‘I Just Did Everything Physically Possible to Get in There’: How Men and Women Chemists Enact Masculinity Differently.”

Hirshfield (2015). “Tokenism.”

Hirshfield (2014). “‘She’s Not Good With Crying’: The Effect of Gender Norms on Graduate Students’ Assessments of their Principal Investigators.”

Hirshfield (2014). “Not the Ideal Professor: Gender in the Academy”

Rogalin & Hirshfield (2013). “Emotion and Leadership: What Scholarship on Status and Identity Can Tell Us.”

Hirshfield & Joseph (2012). “‘We Need a Woman. We Need a Black Woman’: Gender, Race, & Identity Taxation in the Academy.”

Joseph & Hirshfield (2011). “‘Why Don’t You Get Somebody New To Do It?’: Race and Cultural Taxation in the Academy.”

Hauge et al. (2010). “Web-Based Curriculum Improves Residents’ Knowledge of Healthcare Business.”

Hirshfield (2010). “‘She Won’t Make Me Feel Dumb’: Identity Threat in a Male-Dominated Discipline.”