Bio
Dr. Marc Berenson is a Clinical Assistant Professor in the Department of Emergency Medicine at Stanford University School of Medicine. His academic interests include medical education, residency curriculum development, emergency medical services, and quality improvement. His current work focuses on curriculum development for emergency medicine residency training and quality improvement initiatives related to the care of pediatric bronchiolitis.
Dr. Berenson completed his medical degree at Rutgers New Jersey Medical School, graduating with Distinction in Medical Education, and remained at Rutgers for Emergency Medicine residency training, where he served as Chief Resident. Prior to medical school, he worked as a Mobile Intensive Care Paramedic for more than a decade and was actively involved in EMS education. Following residency, he completed a Medical Education Fellowship at Stanford University.
At Stanford, he currently serves as Core Faculty for the EM Residency program, Assistant Fellowship Director for EMS, and Medical Director of Stanford Emergency Medical Services (StEMS). On the national level, he serves as Senior Co-Chair of the ADIEM LGBTQ+ Committee, Co-Director of the CORD-EM Residency Administrative Fellowship, and an Objective Lead for the SAEM Education Committee.
Outside of medicine, he enjoys playing piano, seeking out new adventures, and spending time with friends and family.
Clinical Focus
- Emergency Medicine
Professional Education
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Medical Education: Rutgers New Jersey Medical School (2019) NJ
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Board Certification: American Board of Emergency Medicine, Emergency Medicine (2024)
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Residency: Rutgers New Jersey Medical School Emergency Medicine Program (2023) NJ
Contact
Additional Clinical Info
https://orcid.org/0000-0002-0731-5326All Publications
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Man With Eye Pain and Lateral Gaze Palsy.
Annals of emergency medicine
2025; 85 (4): 370-371
View details for DOI 10.1016/j.annemergmed.2024.10.019
View details for PubMedID 40118646
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The Case of Sean Smith: A Three-Part Interactive Module on Transgender Health for Second-Year Medical Students.
MedEdPORTAL : the journal of teaching and learning resources
2020; 16: 10915
Abstract
While great strides have been made in favor of the LGBT community overall, transgender individuals are still facing many legal challenges and suffer from more marked health issues and disparities compared to other members of the LGBT community. Our multimodal transgender curriculum was designed in accordance with the Kern model to address educational gaps in the area of transgender health.This three-part module consists of: (1) a didactic PowerPoint presentation reviewing unique health issues and disparities experienced by transgender patients, (2) a small-group session viewing and analyzing a pair of videos showcasing competent and poor communication between a provider and a transgender patient, and (3) a large-group patient panel featuring members of the transgender community.One hundred and sixty-one students returned pre- and postworkshop surveys with 123 matched pairs. When comparing participants reported pre- and postworkshop confidence levels, the mean rating increased significantly for all three learning objectives. Based on a 5-point Likert scale (1 = poor, 5 = excellent), participants' mean ratings were highest for the patient panel at 4.5, compared to 3.9 for the large-group didactic lecture, and 3.8 for the small-group video session.The use of this multimodal approach using a didactic session, video-based case discussion, and patient panel provided a strong foundation and primer for transgender health and resulted in an increase in learner confidence in module objectives regarding care for the transgender community.
View details for DOI 10.15766/mep_2374-8265.10915
View details for PubMedID 32715087
View details for PubMedCentralID PMC7376784
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The Case of Ty Jackson: An Interactive Module on LGBT Health Employing Introspective Techniques and Video-Based Case Discussion.
MedEdPORTAL : the journal of teaching and learning resources
2019; 15: 10828
Abstract
The Institute of Medicine's 2011 report on lesbian, gay, bisexual, and transgender (LGBT) health and the legalization of same-sex marriage are just two of the numerous milestones that have hastened medical schools' efforts to prepare trainees to address the needs of LGBT community members. Early awareness of sexual diversity through self- and peer introspection and video-based education can help trainees build a foundation towards providing affirming care to LGBT patients.The Kern model was used to develop, implement, and evaluate an interactive multimodal workshop to provide first-year medical students with a formative introduction to LGBT health. Learning objectives focused on comprehending the spectrum of human sexuality, health issues for LGBT patients, and better practices for promoting affirming care. The module consisted of a PowerPoint presentation, sexuality survey, videos of provider-patient encounters, and community-based resources.The workshop was implemented among 178 first-year medical students in September 2018, with 93% completing the pre-/postworkshop evaluations. Comparison of evaluations showed an increase in confidence in addressing each of the three learning objectives. Over 85% rated the PowerPoint and videos as very good or excellent.This workshop was effective in helping first-year medical students appreciate the spectrum of sexual diversity, health issues facing LGBT individuals, and better practices to promote affirming care. The real-time sexuality survey helped trainees appreciate sexual diversity through self-reflection and near-peer sharing. The videos and accompanying discussion provided real-life encounters, along with common pitfalls in and pearls for communicating with LGBT patients.
View details for DOI 10.15766/mep_2374-8265.10828
View details for PubMedID 31259237
View details for PubMedCentralID PMC6571794