Brett Schrewe, MDCM, MA, PhD, FRCPC

Scholar & IMP Liaison


brett.schrewe@ubc.ca
Publication List

Based in Victoria, Dr. Brett Schrewe spends equal parts of his life chauffeuring his daughters across the South Island, providing care as a consultant general pediatrician, and applying critical and historical approaches to questions of health professions education. He completed his clinical training at McGill and UBC, his clinical educator fellowship at CHES, and his MA in Interdisciplinary Studies and PhD in Educational Studies at UBC. His work is primarily qualitative and focuses on how education practices can be optimally purposed in ways that realize more just and more equitable societies.

Research Interests

I am trained academically as a genealogist, which means that I spend a lot of time thinking about how the education practices we take for granted have come to be as they are, and in turn, how they shape who people can be and become as physicians and what they can do. My approach to knowledge production is primarily critical, historical, and language-based; the kinds of texts I look at can be anything from an interview transcript to an education framework to a book from the 1600s. My research interests are pretty broad and encompass professional identity formation, citizenship and democratic practice, hospitality in clinical care and education, learner wellness, and aligning education practice with workforce needs.

Awards

  • UBC Department of Pediatrics – Ivory Tower Award (2024)
  • UBC Island Medical Program – Faculty Teaching Honour Roll (2023)

Grant

  • Scholar, Pierre Elliott Trudeau Foundation (2017-2021). $215,000

Publication Highlights

  • Ying, Y., Martimianakis, M. A., & Schrewe, B. (2025). What Is Taught Versus What is Learned: Health Advocacy in Specialist Graduate Medical Education. Academic Medicine, 2025 April 22 (e-pub ahead of print). https://doi.org/10.1097/ACM.0000000000006074.
  • Lorello, G., Shilcutt, S., & Schrewe, B. (2025). Simple Act, Complex Effects: How Ascribing Identities Leads to Structural Violence. Canadian Journal of Anaesthesia, 2025 April 12 (e-pub ahead of print). https://doi.org/10.1007/s12630-025-02945-z.
  • Schrewe, B. (2024). On the Hyphen. Canadian Medical Association Journal, 196(21), E732-E733. https://doi.org/10.1503/cmaj.231826.
  • Schrewe, B., Yeuchyk, T., El-Hafid, M., & Nyhof-Young, J. (2023). Educating Future Physicians for Francophone Official Language Minority Communities in Canada: A Case Study. Canadian Medical Education Journal, 14(6), 20-30. https://doi.org/10.36834/cmej.75300.
  • Schrewe, B. & Martimianakis, M. A. (2022). Re-Thinking “I”dentity in Medical Education: Genealogy and the Possibilities of Being and Becoming. Advances in Health Sciences Education: Theory and Practice, 27(3), 847-861. https://doi.org/10.1007/s10459-022-10095-w.
  • Schrewe, B. & Ruitenberg, C. W. (2021). Offering Welcome in the Kingdom of the Sick: A Physician Guide to Hospitality. Journal of Evaluation in Clinical Practice, 27(3), 571-577. https://doi.org/10.1111/jep.13410.
  • Schrewe, B., Patel, R., & Rowan-Legg, A. (2020). Growth Curves: The Experiences of Canadian Paediatricians in Their First Five Years Of Independent Practice. Paediatrics and Child Health, 25(4), 235-240. https://doi.org/10.1093/pch/pxz014.
  • Schrewe, B., Ellaway, R., Watling, C., & Bates, J. (2018). The Contextual Curriculum: Learning In and From the Matrix. Academic Medicine, 93(11), 645-1651. https://doi.org/10.1097/ACM.0000000000002345.
  • Schrewe, B., Bates, J., Pratt, D., Ruitenberg, C. W. & McKellin, W. H. (2017). The Big D(eal): Professional Identity Through Discursive Constructions of “Patient”. Medical Education, 51(6), 656-668. https://doi.org/10.1111/medu.13299.
  • Schrewe, B., Pratt, D. D., & McKellin, W. H. (2016). Adapting the Forms of Yesterday to the Functions of Today and the Needs of Tomorrow: A Genealogical Case Study of Clinical Teaching Units in Canada. Advances in Health Sciences Education: Theory and Practice, 21(2), 475-499. https://doi.org/10.1007/s10459-015-9608-y.
  • Schrewe, B. (2013). From History to Myth: Productive Engagement with the Flexnerian Metanarrative in Medical Education. Advances in Health Sciences Education: Theory and Practice, 18(5), 1121-38. https://doi.org/10.1007/s10459-012-9438-0.

Presentations Highlights

  • Schrewe, B., Martimianakis, T., Regehr, G., & Ruitenberg, C. (2024). Medical Citizenship and the Social Right to Health Care in Canada: A Genealogy of Medical Education Discourses. Doctoral Report Presentation, Association for Medical Education in Europe, Basel (Suisse).
  • Schrewe, B. (2024). A Sense of the Subject—Education Research & the Dogged Pursuit of Hospitable, Equitable Health Care. Invited Oral Presentation, University of British Columbia Department of Pediatrics Celebrate Research Day, Vancouver (Canada).
  • Schrewe, B. (2023). Providing Hospitable Care in An Inhospitable System. Invited Oral Presentation, British Columbia Pediatric Society Children’s Health Today Conference, Vancouver (Canada).
  • Schrewe, B. (2022). Examining Assumptions: An Exploration of “Societal Needs” in The Era of Competency-Based Medical Education. Invited Keynote, Annual Scientific Meeting—Centre de pédagogie des sciences de la santé, Université de Sherbrooke, Sherbrooke (Canada).
  • Schrewe, B. (2021). The Truth About Stories: Critical Considerations of Narrative Medicine. Invited Keynote, University of Calgary 6th Health Humanities Symposium. Calgary (Canada).
  • Schrewe, B. (2020). Decentring “I”-dentity in Medical Education: Genealogy and the Possibilities of Being and Becoming. Joanna Bates Lecture, Centre for Health Education Scholarship Cutting Edge Series, Vancouver (Canada).

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