March 2017 Research Rounds

Dr. Mark Goldszmidt

Doing Research at the Intersection of Patient Care, Supervision and Teaching: Lessons learned Along the Way

Mark Goldszmidt

Print version

Date: Wednesday, March 15, 2017

Time: 12:00pm to 1:30pm (feel free to bring a bagged lunch)


    • DHCC 2267
    • IRC 305
    • PHRM 3321
    • MSB 107
    • RJH CA 120
    • KGH CAC 237
    • NHSC 9-374
    • Surrey Central City (Manning Room 4109)



  • Movi E, ID 30215
  • Additional locations and video conference options are available. Please email to process the request.


Whether it be during a faculty development workshop or while reading a ‘how to teach’ paper, we have all had the experience of thinking “this feels to simplistic”. During this presentation, I will review key lessons learned about the complexity of clinical learning environments and what happens when patient care, supervision and teaching intersect in real world contexts. In particular, I will emphasize issues related to: variability of role perception and its implications for team performance; variability of teaching practice and the problem of one-size fits all approaches and variability of trainee performance and its implications for assessment. I will also discuss some of the methods and theories that have informed my work into this exciting area of research.


Dr. Mark Goldszmidt is an MD, PhD, who combines active internal medicine clinical practice, medical education research, and education leadership. He also supervises numerous faculty, residents and medical students as they pursue medical education research projects. His own research – influenced by sociomaterial theories and rhetorical genre theory – focuses on the complex relationship between clinical care, supervision and student learning asking questions like: How do a teaching teams’ communication practices shape patient care and student learning? In what way does the supervisory style of the attending physician shape patient care and influence learning? What does excellence look like at the level of a medical student or resident? What do teaching teams reason about during admission case review? Dr. Goldszmidt has received numerous awards in recognition of his leadership in medical education including the prestigious 3M National Teaching Fellowship from the Society for Teaching and Learning in Higher Education.


The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This course has been reviewed and approved by the UBC Division of Continuing Professional Development. This Group Learning course meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 1.5 Mainpro+ credits. This course is an Accredited Group Learning Activity eligible for up to 1.5 MOC Section 1 credits as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada. Each physician should claim only those credits he/she actually spent in the activity.

Accredited by UBC CPD