Sarah Kinzie BSc, MD, CFPC, FCFP
Sarah Kinzie is an associate professor in the Department of Family Medicine at McMaster University. She is currently the Postgraduate Program Director for Family Medicine, a position she has held since 2015.
Dr. Kinzie joined the Department of Family Medicine in January 2000 after completing her undergraduate and postgraduate medical training here at McMaster University. She practices at Stonechurch Family Health Centre where she provides comprehensive care for a diverse patient population, in an interprofessional team-based model of care. Dr. Kinzie provided full-care obstetrics and neonatal care during her first 12 years in practice, and remains passionate about women’s health. Other areas of clinical interest include palliative care as well as home-based care for her frail elderly patients.
Dr. Kinzie’s primary academic focus lies in postgraduate medical education. As the former Hamilton Site Director (2009-2015), she led a number of curriculum innovations, including development of a unique, family medicine-led Maternal Child rotation for Hamilton residents, focused on interprofessional teaching of a comprehensive family medicine skill set in a family-centred model of care. Dr. Kinzie was also responsible for the creation of “Block 7”, an innovative, common, integrated Family Medicine-Academic block for all family medicine residents.
From 2005-2015, Dr. Kinzie served as National Director of the Residency Practice-Based Learning Program, (a program administered by the McMaster-affiliated, non-profit Foundation for Medical Practice Education). That involvement supported numerous research and faculty development initiatives that explore how physicians learn and change, with a focus on supporting the transition from residency to practice.
In her current role as Postgraduate Program Director, Dr. Kinzie oversees the training of over 200 family medicine residents distributed across 12 sites. In addition to curriculum development, her primary academic interests include relationship-centred care and teaching, effective learning and remediation strategies, and professional identity development.