Amin Azzam, MD

Title(s)Professor, Psychiatry
SchoolSchool of Medicine
ORCID ORCID Icon0000-0002-7024-7450 Additional info
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    Other Positions
    Title(s)UCSF Weill Institute for Neurosciences

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    University of California, San FranciscoResidencySchool of Medicine - Psychiatry
    University of California, San Francisco, CA2017Diversity, Equity, and Inclusion Champion Training

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    Amin completed his undergraduate degree at the University of Rochester, before starting medical school at the Medical College of Virginia. During medical school, he participated in the inaugural year of the National Institutes of Health’s “Clinical Research Training Program.” After completing medical school, he participated in the research track of the general adult psychiatry residency program at the University of California, San Francisco Department of Psychiatry. He then completed a two-year research fellowship in psychiatric genetics at the San Francisco Veterans’ Administration Medical Center, before discovering that his true passion was in medical education. Deciding that 27 years of formal education just wasn’t enough, he went back to school for a two-year masters’ degree in education, at the University of California, Berkeley, focusing on quantitative methods and evaluation. He is now a Clinical Professor at both the Berkeley and San Francisco campuses of the University of California, as well as a Simulation Educator at Samuel Merritt University's Health Sciences Simulation Center (HSSC).

    Currently, he wears three hats:
    1. Director of the “Problem-Based Learning” curriculum at the UC Berkeley—UCSF Joint Medical Program,
    2. Associate Director of the UC Berkeley—UCSF Joint Medical Program, and
    3. Simulation Educator at Samuel Merritt University

    Clinically he specializes in group psychotherapy for patients with chronic medical conditions.

    His research interests include exploring the efficacy of various instructional approaches in stimulating health-professional students’ acquisition, retention, and application of content knowledge in their evolving roles as clinicians.

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    Publications listed below are automatically derived from MEDLINE/PubMed and other sources, which might result in incorrect or missing publications. Researchers can login to make corrections and additions, or contact us for help.
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    1. Tsoh JY, Kuo AK, Barr JW, Whitcanack L, Merry I, Alldredge BK, Azzam AN. Developing faculty leadership from 'within': a 12-year reflection from an internal faculty leadership development program of an academic health sciences center. Med Educ Online. 2019 Dec; 24(1):1567239. PMID: 30716011.
      View in: PubMed
    2. Apollonio DE, Broyde K, Azzam A, De Guia M, Heilman J, Brock T. Pharmacy students can improve access to quality medicines information by editing Wikipedia articles. BMC Med Educ. 2018 Nov 20; 18(1):265. PMID: 30454046.
      View in: PubMed
    3. Tackett S, Gaglani S, Heilman J, Azzam A. The reCAPTCHA of medical education. Med Teach. 2019 05; 41(5):598-600. PMID: 29683009.
      View in: PubMed
    4. Wei N, Bourgeois JA, Hategan A, Azzam A. Academics anonymous: A medical student's 12-step guide to scholarly productivity. Educ Health (Abingdon). 2017 Sep-Dec; 30(3):244-247. PMID: 29786029.
      View in: PubMed
    5. Embracing Wikipedia as a teaching and learning tool benefits health professional schools and the populations they serve. Innovations in Global Health Professions Education. 2017.
    6. Azzam A, Bresler D, Leon A, Maggio L, Whitaker E, Heilman J, Orlowitz J, Swisher V, Rasberry L, Otoide K, Trotter F, Ross W, McCue JD. Why Medical Schools Should Embrace Wikipedia: Final-Year Medical Student Contributions to Wikipedia Articles for Academic Credit at One School. Acad Med. 2017 02; 92(2):194-200. PMID: 27627633.
      View in: PubMed
    7. Chen HC, Wamsley MA, Azzam A, Julian K, Irby DM, O'Sullivan PS. The Health Professions Education Pathway: Preparing Students, Residents, and Fellows to Become Future Educators. Teach Learn Med. 2017 Apr-Jun; 29(2):216-227. PMID: 27813688.
      View in: PubMed
    8. Blitzstein SM, Seritan AL, Sockalingam S, Randall M, Kablinger A, Lieff S, Azzam A. From Industry to Generativity: The First 12 Years of the Association for Academic Psychiatry Master Educator Program. Acad Psychiatry. 2016 Aug; 40(4):576-83. PMID: 27137766.
      View in: PubMed
    9. Bourgeois JA, Hategan A, Azzam A. Competency-based medical education and scholarship: Creating an active academic culture during residency. Perspect Med Educ. 2015 Oct; 4(5):254-8. PMID: 26449362.
      View in: PubMed
    10. Sokal-Gutierrez K, Ivey SL, Garcia RM, Azzam A. Evaluation of the Program in Medical Education for the Urban Underserved (PRIME-US) at the UC Berkeley-UCSF Joint Medical Program (JMP): The First 4 Years. Teach Learn Med. 2015; 27(2):189-96. PMID: 25893941.
      View in: PubMed
    11. Azzam A. As technology and generations in medical education change, what remains is the intersection between educator, learners, assessment and context. Int Rev Psychiatry. 2013 Jun; 25(3):347-56. PMID: 23859098.
      View in: PubMed
    12. Hoover CR, Wong CC, Azzam A. From primary care to public health: using Problem-based Learning and the ecological model to teach public health to first year medical students. J Community Health. 2012 Jun; 37(3):647-52. PMID: 22012409.
      View in: PubMed
    13. Mathews CA, Badner JA, Andresen JM, Sheppard B, Himle JA, Grant JE, Williams KA, Chavira DA, Azzam A, Schwartz M, Reus VI, Kim SW, Cook EH, Hanna GL. Genome-wide linkage analysis of obsessive-compulsive disorder implicates chromosome 1p36. Biol Psychiatry. 2012 Oct 15; 72(8):629-36. PMID: 22633946.
      View in: PubMed
    14. O'Brien BC, Cai VL, Azzam A. Understanding the educational value of first-year medical students' patient encounter data. Med Teach. 2011; 33(4):e218-26. PMID: 21456981.
      View in: PubMed
    15. Sheppard B, Chavira D, Azzam A, Grados MA, Umaña P, Garrido H, Mathews CA. ADHD prevalence and association with hoarding behaviors in childhood-onset OCD. Depress Anxiety. 2010 Jul; 27(7):667-74. PMID: 20583294.
      View in: PubMed
    16. Martinez W, Azzam A, Mack K. Student near-peer co-tutors in PBL groups. Med Educ. 2009 May; 43(5):475-6. PMID: 19422498.
      View in: PubMed
    17. Mathews CA, Greenwood T, Wessel J, Azzam A, Garrido H, Chavira DA, Chandavarkar U, Bagnarello M, Stein M, Schork NJ. Evidence for a heritable unidimensional symptom factor underlying obsessionality. Am J Med Genet B Neuropsychiatr Genet. 2008 Sep 05; 147B(6):676-85. PMID: 18163383.
      View in: PubMed
    18. Chavira DA, Garrido H, Bagnarello M, Azzam A, Reus VI, Mathews CA. A comparative study of obsessive-compulsive disorder in Costa Rica and the United States. Depress Anxiety. 2008; 25(7):609-19. PMID: 17823962.
      View in: PubMed
    19. Mathews CA, Nievergelt CM, Azzam A, Garrido H, Chavira DA, Wessel J, Bagnarello M, Reus VI, Schork NJ. Heritability and clinical features of multigenerational families with obsessive-compulsive disorder and hoarding. Am J Med Genet B Neuropsychiatr Genet. 2007 Mar 05; 144B(2):174-82. PMID: 17290446.
      View in: PubMed
    20. Chandavarkar U, Azzam A, Mathews CA. Anxiety symptoms and perceived performance in medical students. Depress Anxiety. 2007; 24(2):103-11. PMID: 16845642.
      View in: PubMed
    21. Azzam A, Mathews CA. Meta-analysis of the association between the catecholamine-O-methyl-transferase gene and obsessive-compulsive disorder. Am J Med Genet B Neuropsychiatr Genet. 2003 Nov 15; 123B(1):64-9. PMID: 14582147.
      View in: PubMed