Ian Scott, MD, MSc, DOHS, CCFP, FRCPC, FCFP
Scholar
Ian Scott is a Professor in the Department of Family Practice, His research interests are in medical student career choice, practice patterns of newly graduated family physicians, advocacy, and recall enhanced learning. Ian has an MD and a Master’s in Health Research Methodology from McMaster University and is certified by both the College of Family Physicians of Canada in Family Medicine and the Royal College of Physicians and Surgeons of Canada in Public Health and Preventive Medicine.
Research Interests
- Medical Student Career Choice
- Clinical Decision Making
- Advocacy
- Curriculum Design
- Science of Learning/Science of Teaching
- Photovoice
Awards
- Teaching Excellence Award, UBC Medical Undergraduate Society (2021)
- BC College of Family Physicians Coin. BC College of Family Physicians (2020)
- Postgraduate Teaching Award (UBC), Department of Family Practice Greater Vancouver (2013-2014)
- British Columbia College of Family Physicians Research Award, BC College of Family Physicians (2012)
- Ian McWinney Family Medicine Teacher of the Year Award, College of Family Physicians of Canada (2011)
- Award of Excellence, College of Family Physicians of Canada (2010)
Publication Highlights
A Roshan, M Gowans, I Scott. Predictors of sustained rural practice. Canadian Journal of Rural Medicine 30 (1), 7-16 DOI: 10.4103/cjrm.cjrm_64_23
Sheppard A, Gormley A, Mills L, McKay M, Bergin F, Gradstein R, Moravac C, Scott I, Lavergne MR. How gender shapes practice choices among family medicine residents and early career family physicians: a Canadian qualitative study. BJGP Open. 2025 Jul 1:BJGPO.2024.0158. doi: 10.3399/BJGPO.2024.0158. Epub ahead of print.
L Mills, A Gormley, A Sheppard, C Moravac, I Scott, MR Lavergne. How early-career family physicians integrate social accountability in practice: Findings from a multi-provincial qualitative study. Canadian Family Physician 71 (3), 192-199
Lavergne MR, Easley J, Grudniewicz A, Hedden L, McDonald T, Rudoler D, Sauré D, Correia R, Dufour É, Gallant F, Hakim J, Johnson C, Jose C, Katz A, MacKenzie A, Martin-Misener R, McCracken R, Nethery E, Piccinini-Vallis H, Peterson S, Scott I, Shiplett H, Simkin S, Spencer S, Thelen R, Welton S, Wilson E. (2025). Changing primary care capacity in Canada: Protocol for a cross-provincial mixed methods study. BMJ Open 2025;15:e099302. doi: 10.1136/bmjopen-2025-099302
Frewin T, Scott I, Eva K. How to Use Retrieval-Enhanced Learning. Acad Med. 2025 Jun 23. doi: 10.1097/ACM.0000000000006129. Epub ahead of print. PMID: 40550147.
Ajjawi, R., Eva, K. & Scott, I. Reflections on four theoretical perspectives of belonging. Adv in Health Sci Educ (2025). https://doi.org/10.1007/s10459-025-10476-x
Scott I, Hubinette M, van der Goes T, Kahlke R. Through a Tainted Lens: A Qualitative Study of Medical Learners’ Thinking About Patient ‘Deservingness’ of Health Advocacy. Perspectives on Medical Education. 2024; 13(1): 151–159.: https://doi.org/10.5334/pme.1314
Scott I. How well does theatre translate into film: livestreaming clinical experiences to remotely located learners. Med Educ. 2024;1-3.: https://doi.org/10.1111/medu.15418
Tam H, Scott I. Laying train tracks en route: How institutional education leaders navigate complexity during mandated curriculum change. Med Educ. 2024; 1-8. https://doi.org/10.1111/medu.15464
Mitra G, Grudniewicz A, Lavergne R, Fernandez R, Scott I. Alternative payment models: a path forward. Canadian Family Physician Nov 2021, 67 (11) 805-807. https://doi.org/10.46747/cfp.6711805
Scott I. Beyond “Driving”: The Relationship Between Assessment, Performance, and Learning. Medical Education 2020; 54(1):54-59. https://doi.org/10.1111/medu.13935