Paolo C. Martin


Department of Primary Appointment:
School of Medicine
Location: Uniformed Services University of the Health Sciences, Bethesda, MD
Research Interests:
Wellbeing; dialogism; children's rights; diversity, equity, inclusion, justice; cultural humility in teaching and practice; humanizing pedagogy; abolitionist teaching; decolonizing pedagogy; teacher education; dyanmics of classroom talk;
ethnographic & qualitative methods; community engaged research; Photovoice; learning technologies; technology design; teaching with technologies
Office Phone


PhD, 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


Dr. Paolo C. Martin is assistant professor of medicine & health professions education and assistant director for scholarly communication at the Center for Health Professions Education. He studies why HPE stakeholders who *deserve* a say in HPE are overlooked and what educators might learn if their voices were highlighted in HPE teaching and research. His academic interests straddle the intersection of dialogically organized pedagogies, conceptualizing and supporting learner wellbeing, and technologies for learning and community engaged research. At CHPE he teaches and advises graduate students in certificate, MHPE, and PhD tracks. He also serves on the USU Diversity, Equity, and Inclusion (DEI) committee where he is a faculty development instructor for the university allyship curriculum. Early his career Dr. Martin was briefly a bench scientist studying wound healing and later a literacy specialist in South Central Los Angeles and the San Francisco Bay Area where he worked with school children, directed reading intervention programs, developed learning technologies, and taught pre-service and in-service teacher education courses at UC Berkeley and Stanford. He received his PhD in Curriculum and Teacher Education and MS in Community Health and Prevention Research from Stanford University, and MAEd from University of California Berkeley.

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

Representative Bibliography

Martin PC. People and Pedagogies: Children’s Accounts of Loving and Mattering That Shape Their Wellbeing in School. Dissertation. Stanford University; 2021.

Martin PC, Maggio LA, Murray H, Willinsky JM. Enculturating a Community of Action: Health Professions Educators' Perspectives on Teaching With Wikipedia. Acad Med. 2023 Mar 1;98(3):394-400. doi: 10.1097/ACM.0000000000004897. Epub 2022 Aug 2. PMID: 35921150.

Martin PC, Aiello L. A Focus on Student Well-Being: Supporting school recovery in a pandemic, five case studies. Chan Zuckerberg Initiative. (2021)

Maggio LA, Willinsky JM, Costello JA, Skinner NA, Martin PC, Dawson JE. Integrating Wikipedia editing into health professions education: a curricular inventory and review of the literature. Perspect Med Educ. 2020 Dec;9(6):333-342. doi: 10.1007/s40037-020-00620-1. Epub 2020 Oct 8. PMID: 33030643; PMCID: PMC7718341.

Zaidi Z, Rockich-Winston N, Chow C, Martin PC, Onumah C, Wyatt T. Whiteness theory and the (in)visible hierarchy in medical education. Med Educ. 2023 May 18. doi: 10.1111/medu.15124. Epub ahead of print. PMID: 37199083.

Galguera T, Lemmi C, Martin PC. Investigating Disease Transmission. Amplifying the Curriculum: Designing Quality Learning Opportunities for English Learners. 2019 Jun 28;93.

Aukerman M, Schuldt LC, Aiello L, Martin PC. What Meaning-Making Means Among Us: The Intercomprehending of Emergent Bilinguals in Small-Group Text Discussions. Harvard Educational Review. 2017;87(4):482-511. doi:10.17763/1943-5045-87.4.482

Aukerman M, Martin PC, Gargani J, McCallum RD. 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. 2016;16, S.I. Dial. Ped.(Dial. Ped.):1-26. doi:10.17239/L1ESLL-2016.16.02.02

Wertheim J, Osborne J, Quinn H, Pecheone R, Schultz S, Holthuis N, Martin PC. 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). 2016 Jan.

McCallum RD, Martin PC, Roche-Smith J. Cal Reads: Literacy Intervention in the Middle School. In: Toward a Collective Wisdom: Forging Successful Educational Partnerships. Excellence Through Collaboration and Outreach Center; 2000