Paul R. Marantz

<p class="MsoNormal" style="line-height: 15.6pt;"><span style="font-size: 9.0pt;">Dr. Marantz is an innovator in developing educational programs in clinical medicine, research methods, and public health for medical students, residents, physicians, and other health professionals.&nbsp; He is co-director of Einstein&rsquo;s Clinical and Translational Science Award program, a national, NIH-funded consortium working to improve patient care by reducing the time it takes for laboratory discoveries to make their way into medical practice.</span></p>
<p class="MsoNormal" style="line-height: 15.6pt;"><span style="font-size: 9.0pt;">Dr. Marantz was principal investigator of an NIH grant that supports efforts to develop an innovative medical school curriculum in behavioral and social sciences. He currently is principal investigator of grants supporting two educational innovations: a Ph.D. in clinical investigation, and an educational program in patient-centered outcomes research. He has served as a member of the Scientific Foundations for Future Physicians Committee, a group convened by the Howard Hughes Medical Institute and the Association of American Medical Colleges (AAMC) to help entering and graduating medical students develop competencies in the natural sciences.&nbsp; He also served on a panel convened by the AAMC that developed competencies in the behavioral and social sciences. In 2000, he was named the F. Marian Bishop Educator of the Year by the Association of Teachers of Preventive Medicine and in 2011, he was given the Distinguished Educator Award by the Association for Clinical Research Training. In 2014, he received Einstein&rsquo;s Faculty Mentoring Award.</span></p>

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<li>Rubio DM, Schoenbaum EE, Lee LS, Schteingart DE, <strong>Marantz PR</strong>, Anderson KE, Platt LD, Baez A, Esposito K. Defining translational research: implications for training. <em>Acad Med</em> 2010; 85: 470-5.</li>
<li><strong>Marantz PR, </strong>Currie B, Shamoon H.&nbsp; Transforming the research environment through institutional partnership. <em>Clinical and Translational Science</em> 2010; 3: 12-3.</li>
<li>Santoro N, McGinn AP, Cohen HW, Kaskel F, <strong>Marantz PR</strong>, Mulvihill M, Schoenbaum EE. In it for the long-term: defining the mentor-prot&eacute;g&eacute; relationship in a clinical research training program. <em>Acad Med</em> 2010; 85: 1067-72.</li>
<li><strong>Marantz PR</strong>, Strelnick AH, Currie B, Bhalla R, Blank A, Meissner P, Selywn P, Walker EA, Hsu DT, Shamoon H.&nbsp; Developing a multidisciplinary model of comparative effectiveness research within a Clinical and Translational Science Award.&nbsp; <em>Acad Med</em> 2011; 86: 712&ndash;717.</li>
<li><strong>Marantz PR.</strong> Don't call that apple medicine just yet. Blog post: http://blogs.einstein.yu.edu/dont-call-that-apple-medicine-just-yet-dan…;
<li><strong>Marantz PR.</strong> How do financial incentives influence doctors' judgment? Blog post: http://blogs.einstein.yu.edu/how-do-financial-incentives-influence-doct…;
<li>Gonzalez CM, Kim MY, <strong>Marantz PR.</strong> Implicit bias and its relation to health disparities: a teaching program and survey of medical students. <em>Teach Learn Med</em>. 2014; 26(1): 64-71. PMID: 24405348</li>
<li><strong>Marantz PR.</strong> Academia, applied research, and your tax dollars. Blog post: http://blogs.einstein.yu.edu/academia-applied-research-and-your-tax-dol…;
<li>Anderson BJ, Kligler B, Taylor B, Cohen HW, <strong>Marantz PR</strong>. Faculty survey to assess research literacy and evidence-informed practice interest and support at Pacific College of Oriental Medicine. <em>J Altern Complement Med</em>. 2014 Sep; 20(9): 705-12. PMID: 25120170</li>
<li><strong>Marantz PR.</strong> Balancing the patient experience with evidence-based medicine. Blog post: http://blogs.einstein.yu.edu/balancing-the-patient-experience-with-evid…;
<li><strong>Marantz PR.</strong> How to cause a measles epidemic in 5 easy steps. Blog post: http://www.huffingtonpost.com/dr-paul-marantz/cause-measles-epidemic_b_…;
<li>Gonzalez CM, Fox AD, <strong>Marantz PR</strong>. The evolution of an elective in health disparities and advocacy: description of instructional strategies and program evaluation. <em>Acad Med</em> July 2015; 90:1636-40. PMID: 26222321</li>
<li><strong>Marantz PR.</strong> Personalizing medicine: considering preferences and values. Blog post: http://blogs.einstein.yu.edu/personalizing-medicine-considering-prefere…;
<li>Anderson BJ, Kligler B, Cohen HW, <strong>Marantz PR</strong>. Survey of Chinese Medicine students to determine research and evidence-based medicine perspectives at Pacific College of Oriental Medicine. <em>Explore</em> 2016; 12: 366-374. PMID: 27473310.</li>
<li><strong>Marantz PR,</strong> Selker HP, Meagher EA. Certification of clinical and translational researchers: an ill-conceived notion. <em>J Clin Transl Science</em> 2017: 1: 3-4.</li>
<li>Landsittel DP, Kessler L, Schmid CH, <strong>Marantz P</strong>, Suarez-Almazor ME. Training in patient-centered outcomes research for specific researcher communities. <em>J Clin Transl Science</em>&nbsp;2017; 1: 278&ndash;284. doi:10.1017/cts.2017.307. PMID: 29707248.</li>
<li>Gonzalez CM, Deno ML, Kintzer E, <strong>Marantz PR</strong>, Lypson ML, McKee MD. Patient perspectives on racial and ethnic implicit bias in clinical encounters: Implications for curriculum development. <em>Patient Educ Couns </em>2018; 101:1669-75. PMID: 29843933.</li>
<li>Gonzalez CM, Garba RJ, Liguori AR, <strong>Marantz PR</strong>, McKee MD, Lypson ML. How to make or break implicit bias instruction: implications for curriculum development. <em>Acad Med</em> 2018; 93: S74-S81. PMID: 30365433.</li>
<li>Anderson B, Jurawanichkul S, Kligler B, <strong>Marantz PR</strong>, Evans R. Interdisciplinary relationship models for complementary and integrative Health: perspectives of Chinese Medicine practitioners in the United States. <em>J Alternative and Complementary Med &nbsp;</em>2019; 25: 288-295. PMID: 30523704.</li>
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