Paolo C. Martin
PhD, MS CHPR, MA Ed
EducationPhD, Stanford University, Curriculum Studies and Teacher Education (CTE)/Learning Sciences and Technology Design (LSTD)
MS, Stanford University, Community Health and Prevention Research (CHPR)
MEd, University of California Berkeley, Education in Language, Literacy, and Culture (ELLC)
BS, University of California Los Angeles, Microbiology, Immunology, & Molecular Genetics
BiographyDr. Paolo C. Martin is an assistant professor of medicine at the Center for Health Professions Education (CHPE) at Uniformed Services University of Health Sciences. He received his PhD in Education and MS in Community Health and Prevention Research from Stanford University, and his MA Ed from UC Berkeley. Prior to USU, he was briefly a bench scientist, and later a literacy specialist in South Central Los Angeles and the San Francisco Bay Area where he taught, directed reading intervention programs, developed learning technologies, and taught pre-service and in-service teacher education courses at UC Berkeley and Stanford. His research interests straddle the intersection of health professions education; pedagogies that center learner's voices; equity and justice for marginalized and oppressed communities; children's rights; conceptualizing and supporting human wellbeing; and technology design for learning and for community engaged research. At CHPE he teaches and advises graduate students preparing to be leaders, researchers, and innovators in Health Professions Education. He also conducts research in medical education and supports CHPE's scholarly communications efforts.
He has presented, authored, and co-authored articles and book sections related to dialogic pedagogy, literacy practices, teaching language learners in the content area, supporting the social and emotional wellbeing of minoritized children in schools, technology design, and the critical appraisal and editing of medical content on Wikipedia to teach health professions education. During the COVID-19 pandemic, Dr. Martin studied five community-based organization's recovery efforts to support children, teachers, and parent's wellbeing and sense of belonging during a contentious sociopolitical climate.
Honors & Awards:
Research In Medical Education (RIME) Mentored Sub-Committee Member
Stanford University, Diversifying Academic and Recruiting Excellence (DARE) Fellow
Stanford Graduate School of Education
The I. James and Viola Quillen Fellowship
Technology for Equity in Learning Opportunities (TELOS) Dissertation Award
UC Berkeley Ned Flanders Fellowship
UC Berkeley Graduate Opportunity Fellowship
Martin, P.C. (2021). People and Pedagogies: Children's accounts of loving and mattering that shape their wellbeing in school. Dissertation. Stanford University.
Martin, P. C., Maggio, L., Murray, H., & Willinsky, J. M. (2021). Enculturating a Community of Action (CoA): A qualitative study of health professions educators' perspectives on teaching with Wikipedia. bioRxiv.
Martin, P.C. Aiello, L. (2021). A Focus on Student Well-Being: Supporting school recovery in a pandemic, five case studies. Chan Zuckerberg Initiative. https://chanzuckerberg.com/education/well-being/executive-summary/
Maggio, L. A., Willinsky, J. M., Costello, J. A., Skinner, N. A., Martin, P. C., & Dawson, J. E. (2020). Integrating Wikipedia editing into health professions education: a curricular inventory and review of the literature. Perspectives on medical education, 1-10.
Galguera, T., Lemmi, C., & Martin, P. C. (2019). Investigating Disease Transmission. Amplifying the Curriculum: Designing Quality Learning Opportunities for English Learners, 93.
Aukerman, M., Schuldt, L. C., Aiello, L., & Martin, P. C. (2017). What meaning-making means among us: The intercomprehending of emergent bilinguals in small-group text discussions. Harvard Educational Review, 87(4), 482-511.
Aukerman, M., Martin, P. C., Gargani, J., & McCallum, R. D. (2016). A randomized control trial of Shared Evaluation Pedagogy: The near-term and long-term impact of dialogically organized reading instruction. L1 Educational Studies in Language and Literature, (Special issue International Perspectives on Dialogic Theory and Practice).
Wertheim, J., Osborne, J., Quinn, H., Pecheone, R., Schultz, S., Holthuis, N., & Martin, P. (2016). An analysis of existing science assessments and the implications for developing assessment tasks for the NGSS. Palo Alto, CA: Stanford NGSS Assessment Project Team (SNAP).