About

Dr. Jonathan Bergman is a Clinical Assistant Professor in the Department of Urology and the Department of Family Medicine at UCLA. He is a member of the UCLA Health Jonsson Comprehensive Cancer Center, specializing in cancer control and survivorship. His clinical interests include end-of-life cancer care and high-value cancer care, with a focus on maximizing cancer health for individuals and populations. Dr. Bergman works on promoting interventions to improve quality and value in end-of-life care as part of a value-based agenda. He completed his MD at UCLA School of Medicine in 2005, followed by a urology residency at UCLA from 2007 to 2011. He earned an MPH from UCLA Fielding School of Public Health in 2013 and completed a fellowship through the Robert Wood Johnson Foundation Clinical Scholars program at UCLA from 2011 to 2013. His scientific interests include improving palliative and end-of-life care, as evidenced by his publications on these topics. Dr. Bergman is fluent in English, Hebrew, and Spanish and is affiliated with UCLA Medical Center, Santa Monica Veterans Affairs Healthcare System, and Olive View-UCLA Medical Center.

Research topics

• Medicine
• Internal medicine
• General surgery
• Nursing
• Oncology
• Database
• Virology

Selected publications

• eConsult-Integrated Care to Improve Specialty Access

  JAMA Internal Medicine · 2026-03-16

  article1st authorCorresponding

  This Viewpoint discusses eConsult-integrated care to improve access to specialty health care.

  PublisherDOI

• Improving Perioperative Goals of Care Communication for Urologic Serious Illness Care

  Journal of Pain and Symptom Management · 2025-11-05

  article
  PublisherDOI

• Perioperative Interprofessional Communication Between Urology and Palliative Care: A Qualitative Analysis

  Journal of Surgical Research · 2025-10-07

  article
  PublisherDOI

• From Guidelines to Practice: A Framework to Support Interdisciplinary Management for Common Pediatric Urological Conditions

  Urology Practice · 2025-10-14

  article
  PublisherDOI

• Jonathan Bergman, MD, MPH

  Urology Practice · 2025-06-23

  article1st authorCorresponding
  PublisherDOI

• Hospice, Palliative, and End-of-Life Care Considerations in Geriatric Urology

  Clinics in Geriatric Medicine · 2025-03-11

  review1st authorCorresponding
  PublisherDOI

• Teaching in the operating room: a qualitative mixed-methods review of effective methods

  Annals of Medicine and Surgery · 2025-03-18 · 1 citations

  articleOpen accessSenior author

  Background: Teaching and learning in the operating room environment are unique and impactful experiences. Little is known about effective and ineffective teaching methods. Our objective was to evaluate urology resident attitudes about aspects of teaching in the operating room that are helpful compared with those that are less effective. Materials and methods: Our mixed-methods analysis included written submitted evaluations of faculty by residents from our institution, as well as semi-structured interviews with trainees from different regions of the United States. We separated evaluations of faculty from 1 May 2013 to 30 April 2023 into highest and lowest quartiles based on numeric scores. We then conducted semi-structured interviews with trainees from institutions in different regions of the United States. Open-ended questions allowed participants to express themselves independently, and follow-up discussions explored their perception of effective methods of teaching in the operating room. All evaluations were printed and interviews transcribed. Three blinded, independent reviewers analyzed feedback to identify common themes associated with effective and ineffective teaching in the operating room. We analyzed transcripts using a multistage, cutting-and-sorting technique in an inductive approach based on grounded theory analysis. This work has been reported in line with the Consolidated criteria for Reporting Qualitative Research (COREQ) criteria. Results: Our analysis included 22 faculty (11 in each quartile) with an average of 16 evaluations each, as well as 20 transcribed interviews. Effective teaching involved clinician decision-making capability, specific communication, and appropriate graduated responsibility with patience. Ineffective teaching was characterized by poor decision making, lack of actionable communication/feedback, and absence of graduated autonomy/patience. Personal likeability was not a feature of effectiveness. Conclusion: Structured analysis of teaching methods in the operating room may allow continuous improvement for all teachers in the academic teaching mission. Further studies may explore consensus panels and potential creation of best practices that can help guide teachers and learners.

  PublisherDOI

• MP30-01 QUALITY-OF-CARE FOR URGE URINARY INCONTINENCE IN PRIMARY CARE: IS THERE A NEED TO INTERVENE?

  The Journal of Urology · 2025-04-08

  articleSenior author
  PublisherDOI

• Perioperative Integration of Palliative Care and Urology for Patients With Serious Urologic Illness: A Qualitative Need Finding Inquiry

  Journal of Pain and Symptom Management · 2025-03-06 · 3 citations

  article
  PublisherDOI

• Editorial Commentary

  Urology Practice · 2025-10-23

  articleSenior author
  PublisherDOI

Frequent coauthors

• Karl Lorenz

  Center for Innovation

  85 shared

• Mark S. Litwin

  73 shared

• John T. Leppert

  Stanford Medicine

  51 shared

• Christopher S. Saigal

  48 shared

• Karleen F. Giannitrapani

  VA Palo Alto Health Care System

  44 shared

• Lorna Kwan

  UCLA Health

  37 shared

• John L. Gore

  Cape Town HVTN Immunology Laboratory / Hutchinson Centre Research Institute of South Africa

  31 shared

• Bhagvat Maheta

  VA Palo Alto Health Care System

  30 shared