Brett Schrewe
MDCM, MA, PhD
Investigator, BC Children's Hospital
Bridging residency and practice: a final-year pediatric curriculum
Canadian Medical Education Journal
Brett Schrewe and Michaela Remington
DOI: 10.36834/mmarkx3107 / 2026
Centered on learning, but is it learner centered?: Paediatric resident perspectives on competency-based medical education
Medical Education
Anzinger, H. and Schrewe, B.
DOI: 10.1111/medu.70081Educating physicians to meet societal needs?: a genealogy of Canadian medical education
Advances in Health Sciences Education
Schrewe, B. and Martimianakis, M.A.T. and Ruitenberg, C.W.
DOI: 10.1007/s10459-026-10519-xCommunity-based consultant pediatrician perspectives on child and youth mental health in British Columbia
British Columbia Medical Journal
Schrewe, B. and Tsai, S. and Evoy, B.
Towards a healthier Canada: Transforming the community-based consultant paediatric workforce
Paediatrics and Child Health Canada
Schrewe, B.
DOI: 10.1093/pch/pxaf134Pillars of purpose in teaching
Medical Teacher
Pratt, D.D. and Schrewe, B. and Pusic, M.V.
DOI: 10.1080/0142159X.2025.2558907Simple act, complex effects: how ascribing identities leads to structural violence in health care
Canadian Journal of Anesthesia
Lorello, G.R. and Shillcutt, S.K. and Schrewe, B.
DOI: 10.1007/s12630-025-02945-zWhat Is Taught Versus What Is Learned: Health Advocacy in Specialist Graduate Medical Education
Academic Medicine
Ying, Y. and Martimianakis, M.A.T. and Schrewe, B.
DOI: 10.1097/ACM.0000000000006074Unmasking imposter syndrome: individual responsibility or repercussions of systemic oppression?
British Journal of Anaesthesia
Lorello, G.R. and Schrewe, B.
DOI: 10.1016/j.bja.2023.11.011Educating future physicians for francophone official language minority communities in Canada: a case study
Canadian Medical Education Journal
Brett Schrewe and Tatiana Yeuchyk and Melanie El Hafid and Joyce Nyhof-Young
DOI: 10.36834/cmej.7530006 / 2023
Academic Productivity of Equity-Deserving Physician Scholars during COVID-19: A Scoping Review
Academic Medicine
Soklaridis, S. and Black, G. and LeBlanc, C. and MacKinnon, K.R. and Holroyd-Leduc, J. and Clement, F. and Schrewe, B. and Ross, H.J. and Calleja, S. and Stergiopoulos, V. and Taylor, V.H. and Kuper, A.
DOI: 10.1097/ACM.0000000000004971Re-thinking Identity in medical education: genealogy and the possibilities of being and becoming
Advances in Health Sciences Education
Schrewe, B. and Martimianakis, M.A.
DOI: 10.1007/s10459-022-10095-wRecognizing and renaming in obstetrics: How do we take better care with language?
Obstetric Medicine
MacKinnon, K.R. and Lefkowitz, A. and Lorello, G.R. and Schrewe, B. and Soklaridis, S. and Kuper, A.
DOI: 10.1177/1753495X211060191Offering welcome in the kingdom of the sick: A physician guide to hospitality
Journal of Evaluation in Clinical Practice
Schrewe, B. and Ruitenberg, C.W.
DOI: 10.1111/jep.13410How discourses of gender equity during COVID-19 become exclusionary: Lessons from parenthood
Journal of Evaluation in Clinical Practice
Lorello, G.R. and Kuper, A. and Soklaridis, S. and Schrewe, B.
DOI: 10.1111/jep.13509Contextual Competence: How residents develop competent performance in new settings
Medical Education
Teunissen, P.W. and Watling, C.J. and Schrewe, B. and Asgarova, S. and Ellaway, R. and Myers, K. and Topps, M. and Bates, J.
DOI: 10.1111/medu.14517Connected from coast to coast to coast: Toward equitable high-speed Internet access for all
Paediatrics and Child Health Canada
Schrewe, B.
DOI: 10.1093/pch/pxaa129Growth curves: The experiences of Canadian paediatricians in their first 5 years of independent practice
Paediatrics and Child Health Canada
Schrewe, B. and Patel, R. and Rowan-Legg, A.
DOI: 10.1093/pch/pxz014On metabolism: Ensuring our health care system remains ready-to-hand
Journal of Evaluation in Clinical Practice
Schrewe, B.
DOI: 10.1111/jep.13478Bye to burnout: intergenerational narratives break barriers
Medical Education
Yoo, J. and Matos, M. and Bota, M. and Schrewe, B. and Armstrong, L.
DOI: 10.1111/medu.13850The line
CMAJ Canadian Medical Association Journal Journal De L Association Medicale Canadienne
Schrewe, B.
DOI: 10.1503/cmaj.190570Embracing standardisation and contextualisation in medical education
Medical Education
Bates, J. and Schrewe, B. and Ellaway, R.H. and Teunissen, P.W. and Watling, C.
DOI: 10.1111/medu.13740Pedagogical validity: The key to understanding different forms of good teaching
Medical Teacher
Pratt, D.D. and Schrewe, B. and Pusic, M.V.
DOI: 10.1080/0142159X.2018.1533242The contextual curriculum: Learning in the matrix, learning from the matrix
Academic Medicine
Schrewe, B. and Ellaway, R.H. and Watling, C. and Bates, J.
DOI: 10.1097/ACM.0000000000002345Thrown into the world of independent practice: from unexpected uncertainty to new identities
Advances in Health Sciences Education
Schrewe, B.
DOI: 10.1007/s10459-018-9815-4The Big D(eal): professional identity through discursive constructions of patient
Medical Education
Schrewe, B. and Bates, J. and Pratt, D. and Ruitenberg, C.W. and McKellin, W.H.
DOI: 10.1111/medu.13299Novel 3q27.2-qter deletion in a patient with Diamond"Blackfan anemia and immunodeficiency: Case report and review of literature
American Journal of Medical Genetics Part A
Alkhunaizi, E. and Schrewe, B. and Alizadehfar, R. and V{\'e}zina, C. and Stewart, G.S. and Braverman, N.
DOI: 10.1002/ajmg.a.38208The Cross-Canada Quintet presents variations on music: movements in the keys of H, P and E
Medical Education
Schrewe, B. and Bates, J. and Watling, C. and Ellaway, R.H. and Pratt, D.
DOI: 10.1111/medu.13093Navigating the unchartable: paths to promotion and tenure in health professions education
Perspectives on Medical Education
Bates, J. and Schrewe, B.
DOI: 10.1007/s40037-016-0306-0Integrating Theory Into Qualitative Medical Education Research
Journal of Graduate Medical Education
Nimmon, L. and Paradis, E. and Schrewe, B. and Mylopoulos, M.
DOI: 10.4300/JGME-D-16-00206.1Adapting 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
Schrewe, B. and Pratt, D.D. and McKellin, W.H.
DOI: 10.1007/s10459-015-9608-yUpdate on transcobalamin deficiency: Clinical presentation, treatment and outcome
Journal of Inherited Metabolic Disease
Trakadis, Y.J. and Alfares, A. and Bodamer, O.A. and Buyukavci, M. and Christodoulou, J. and Connor, P. and Glamuzina, E. and Gonzalez-Fernandez, F. and Bibi, H. and Echenne, B. and Manoli, I. and Mitchell, J. and Nordwall, M. and Prasad, C. and Scaglia, F. and Schiff, M. and Schrewe, B. and Touati, G. and Tchan, M.C. and Varet, B. and Venditti, C.P. and Zafeiriou, D. and Rupar, C.A. and Rosenblatt, D.S. and Watkins, D. and Braverman, N.
DOI: 10.1007/s10545-013-9664-5From history to myth: Productive engagement with the Flexnerian metanarrative in medical education
Advances in Health Sciences Education
Schrewe, B.
DOI: 10.1007/s10459-012-9438-0Finding potential in balance: Navigating the competing discourses of diversity and standardization
Academic Medicine
Schrewe, B. and Frost, H.
DOI: 10.1097/ACM.0b013e31826d56caOn aphorisms and the maintenance of biomedicine
Medical Education
Schrewe, B.
DOI: 10.1111/j.1365-2923.2011.04179.xLife-threatening event during skin-to-skin contact in the delivery room
BMJ Case Reports
Schrewe, B. and Janvier, A. and Barrington, K.
DOI: 10.1136/bcr.11.2010.3475Aligning Training and Practice, Supporting Providers, Ensuring the Future: Steps Towards a Sustainable Community-Based Paediatric Workforce
Community-based consultant paediatricians (CBCPs) play a key role in providing the care Canada’s children need. Yet evidence suggests this workforce is navigating several existential challenges, including: a shortage and inequitable distribution of providers; mismatches between how CBCPs are trained and their practice scope; potential difficulties for non-Canadian paediatricians to adapt to the Canadian context; and decreasing interest in paediatric careers from learners.
This research draws on workforce models that conceptualize effective health human resources planning as contingent on adequate supply, appropriate education, and responsiveness to changing population healthcare needs, and uses three linked case studies situated in British Columbia and Ontario. It first interviews current Canadian-trained CBCPs about their practice scope, the degree to which residency prepared them for it, to what degree this scope aligns with their communities’ healthcare needs, and how needs have changed over time. It then interviews CBCPs who trained and/or previously practiced in a non-Canadian context to understand how they adapted their skills and generated professional/social supports enabling them to serve their adopted communities. Finally, it interviews final-year medical students and paediatric residents about career-decision making around community-based paediatric practice.
Welcome (to Your New) Home: Fostering Learner Belonging in Longitudinal Integrated Clerkships
The growth of distributed medical education has been explosive over the last twenty years, including here in Canada. More learners than ever before now train in a range of clinical settings outside of urban academic health science centres, including undergraduate students participating in community-based longitudinal integrated clerkships (LICs). To date, LIC scholarship has focused on topics that include workforce outcomes, equivalence of academic performance, and the potential benefits to learners of integration and continuity of clinical care and training experiences. However, learners will only fully avail themselves of these benefits if they feel as though they belong within the LIC. We know from prior research, primarily with learners, that relationships are key to fostering belonging in LICs, particularly as these sites frequently exist at a distance from the regional/central campus. Yet we do not yet understand whether these relationships occur as an effect of strategic intentional design or serendipity.
This project employs a qualitative instrumental single case study, a research design that focuses on an in-depth, detailed examination of a single individual, group or program, in order to provide a detailed examination of LICs in one faculty of medicine in Canada, with the goal of providing insight into a broader phenomenon that transcends provincial and national boundaries. Drawing on conceptual frames of professional identity and educational hospitality, this study uses semistructured interviews with LIC site directors, site administrators, and lead preceptors to explore their assumptions and values with respect to belonging, and in turn, how these beliefs shape their practices around helping learners feel at home in these contexts. We intend to analyze results using reflexive, inductive thematic analysis.
Deconstructing Development: Towards Culturally Safe and Specific Developmental Screening Tools
Ensuring that children can achieve their full potential as adults is a key task for Canadian child health providers, including family physicians and pediatricians. To do so, these healthcare professionals rely, in part, on widespread developmental screening and surveillance tools that track children’s development over time through expected milestones in realms including gross motor abilities (e.g., sitting, walking, running), fine motor skills (e.g., grasping, manipulating, and using objects), communication (e.g., understanding/following directions as well as expressing one’s self through language), personal-social skills (e.g., self-help activities like dressing one’s self, interactions with others), and problem-solving abilities (e.g., thinking and learning). These tools support healthcare professionals in these efforts, complement their clinical judgement, and provide grounds for further investigations and therapeutic interventions if a child is not meeting expected development milestones. However, the utility of these tools is contingent on whether and to what degree the norms that they rely upon appropriately screen the populations with which they are used. After all, what is considered “normal” or “typical” in one social and cultural context may be very different in another context, particularly when it comes to mainstream Westernized developmental tools being applied to Indigenous children living in what is now called Canada. If these screening practices are misaligned with these populations, Indigenous children are at risk for both over and under-recognition of developmental concerns, resulting in inefficient use of healthcare services, caregiver anxiety and/or false reassurance, missed opportunities for timely interventions, and unintentional undermining of Indigenous communities’ cultural goals for the development of their next generations.
This course of research is centered on generating knowledge that supports the eventual creation of Indigenous-led frameworks that offer valid developmental screens and surveillance for Indigenous children and are delivered in a culturally safe way by all healthcare providers across the country. It draws on four linked projects, including:
(1) a critical-historical examination of the normative foundations of global developmental screening and surveillance tools for children aged 0–6 years, with a specific focus on how these define “normal development”, whose development is represented, whether they are descriptive or prescriptive, and whether and to what degree the samples on which they were based drew from Indigenous populations;
(2) a scoping review of research and policy guidelines to document whether and how these tools have been used with Indigenous populations in what is now called Canada;
(3) an environmental scan of the curricula of the 19 Canadian faculties of medicine to understand how their undergraduate medical programs, family physician residency programs, and paediatric residency programs deliver content on development to their learners;
(4) a synthesis of findings from the first three projects presented for review to Indigenous caregivers, national organization leaders, Elders, clinicians, and community partners through focus groups and interviews in order to: explore and interpret findings; understand where mismatches and misalignments exist between existing tools, current training models, and Indigenous worldviews; and identify priorities to help support culturally-safe delivery of appropriate and valid developmental surveillance and screening in Indigenous contexts.
Our Research
At BC Children’s, we are making discoveries that save lives and transform health care for children in our province and around the world. Our research portfolio includes basic, clinical, population, and public health research.
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