Clinical Focus

  • Residency

Professional Education

  • MD, University of California, San Francisco (2026)
  • BS, University of Michigan, Ann Arbor (2021)

All Publications

  • Improving preoperative enteral feeding for newborns with congenital heart disease JOURNAL OF PERINATOLOGY Brandfonbrener, P. B., Gorsky, K. G., Marks, C., Hetherton, M., Kramer, K. P., Steurer, M. A. 2026

    Abstract

    The aim of this quality improvement project was to increase preoperative enteral feeding and breastfeeding rates in term neonates with congenital heart disease (CHD).A multidisciplinary team developed and implemented a preoperative feeding protocol for neonates with congenital heart disease. The primary outcome was the presence of preoperative enteral feeding by May 2025. Secondary outcomes included breastfeeding rates and time to first feed. The process measure was the rate of reference to the feeding protocol in provider notes. Our balancing measure was a rule out or diagnosis of necrotizing enterocolitis requiring medical or surgical treatment in the preoperative period. Infants were identified using the Pediatric Cardiac Critical Care Collaborative (PC4). Data was collected from chart review and analyzed with statistical process control charts. The pre-implementation period was from June 2022 to June 2023, the implementation period was from July 2023 to June 2024, and the sustainment period was from July 2024 through May 2025.The number of neonates that met the inclusion criteria was 121. The rate of overall enteral feeding increased significantly from 72% in the pre-implementation phase (June 2022-June 2023) to 93% in the sustainment phase (July 2024-May 2025) (p = 0.026). Additionally, we found an improvement in our secondary outcomes and no change to the balancing measures.This quality improvement initiative, which centered on creating and implementing a clear, standardized, evidence-based feeding protocol while utilizing interdisciplinary collaboration, led to an increase in overall rates of preoperative enteral feeding for newborns with CHD in a level IV intensive care nursery.

    View details for DOI 10.1038/s41372-026-02606-z

    View details for Web of Science ID 001713970100001

    View details for PubMedID 41826669

    View details for PubMedCentralID 5908464

  • A Calling No Longer? ANNALS OF INTERNAL MEDICINE Brandfonbrener, P. B., Lowenstein, D. H. 2025; 178 (12): 1823

    View details for DOI 10.7326/ANNALS-25-04153

    View details for Web of Science ID 001642116600001

    View details for PubMedID 41397279

  • Return to the Bedside: Replacing Medical Jargon with Patient-Centered Language JOURNAL OF GENERAL INTERNAL MEDICINE Brandfonbrener, P. B. 2025; 40 (9): 2111-2113

    View details for DOI 10.1007/s11606-025-09550-2

    View details for Web of Science ID 001473939500001

    View details for PubMedID 40274751

    View details for PubMedCentralID PMC12325159

  • A Calling No Longer? When Medicine Is Redefined as a Job ANNALS OF INTERNAL MEDICINE Brandfonbrener, P. B., Lowenstein, D. H. 2025; 178 (3): 434-435

    View details for DOI 10.7326/ANNALS-24-02654

    View details for Web of Science ID 001415469400001

    View details for PubMedID 39899874

  • Climbing and Medicine: Lessons from El Capitan for Medical Education JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT Brandfonbrener, P. B. 2025; 12: 23821205251329668

    Abstract

    In this reflective essay, the author explores the parallels between climbing El Capitan, a 3000-foot granite monolith in Yosemite Valley, and his medical education, with a focus on how Knowles' andragogical model of adult learning shaped his approach to both. Drawing from his experience as an adult learner, he examines how the principles of self-directed learning, experiential learning, and motivation apply both to scaling a challenging rock face and to the demands of medical school. He reflects on how understanding the relevance of learning, taking ownership of progress, integrating previous experiences, and maintaining intrinsic motivation were key to success in both endeavors. Through this comparison, the author argues that Knowles' model can offer valuable insights into improving medical education, particularly by creating curricula that are relevant, appropriately challenging, and grounded in real-world applications. This reflection underscores the importance of fostering a learning environment that is experiential, self-directed, and intrinsically motivating, enhancing both academic success and personal growth for medical students.

    View details for DOI 10.1177/23821205251329668

    View details for Web of Science ID 001448909700001

    View details for PubMedID 40124120

    View details for PubMedCentralID PMC11926842

  • Night Swimmers ACADEMIC PSYCHIATRY Brandfonbrener, P. 2024; 48 (6): 656

    View details for DOI 10.1007/s40596-024-02015-4

    View details for Web of Science ID 001276090900001

    View details for PubMedID 39048756