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In 2006 we were one of 21 programs selected for the ACGME's Educational Innovations Project.
More than 15 years of effort has made us one of the most innovative residencies in the country, and leaders in medical education.
Through our creative work, members of our team have recently been recognized with following awards:
The list below showcases some of our most recent work.
Recent Selected Publications of our Innovations:
Ambulatory Long Block: A Model of Precision Education and Assessment for Internal Medicine Residents
Finding Medicine's Moneyball: How Lessons From Major League Baseball Can Advance Assessment in Precision Education
AI-Enabled Medical Education: Threads of Change, Promising Futures, and Risky Realities Across Four Potential Future Worlds
User-Centered Evaluation and Design Recommendations for an Internal Medicine Resident Competency Assessment Dashboard
Development of an entrustment ratings display fit for ordinal data
Reconstructing Neurath's Ship: A Case Study in Reevaluating Equity in a Program of Assessment
How Does TIMELESS Training Impact Resident Motivation for Learning, Assessment, and Feedback? Evaluating a Competency-Based Time-Variable Training Pilot
Using Theory-Informed Group Processes to Make TIMELESS Promotion Decisions
Twelve tips for creating a longitudinal quality improvement and safety education for early health professions students
What Behaviors Define a Good Physician? Assessing and Communicating About Noncognitive Skills
Developing the Expected Entrustment Score: Accounting for Variation in Resident Assessment
Things We Do for No Reason™: Toxic quizzing in medical education
Improving trainee clinical documentation through a novel curriculum in internal medicine
Warnings in early narrative assessment that might predict performance in residency: signal from an internal medicine residency program
A Dynamic Risk Management Approach for Reducing Harm From Invasive Bedside Procedures Performed During Residency
Professional Identity Formation During the COVID-19 Pandemic
Growth mindset in competency-based medical education
Constructing a Validity Map for a Workplace-Based Assessment System: Cross-Walking Messick and Kane
Development of Resident-Sensitive Quality Measures for Inpatient General Internal Medicine
USMLE Step 2 CK: Best Predictor of Multimodal Performance in an Internal Medicine Residency
See One, Do One, Forget One: Early Skill Decay After Paracentesis Training
Development and Establishment of Initial Validity Evidence for a Novel Tool for Assessing Trainee Admission Notes
A Reliability Analysis of Entrustment-Derived Workplace-Based Assessments
Linking Workplace-Based Assessment to ACGME Milestones: A Comparison of Mapping Strategies in Two Specialties
Variation in Entrustment When Sharing a Single Assessment System Between University- and Community-Based Residency Programs: A Comparison
A Feasibility Study to Attribute Patients to Primary Interns on Inpatient Ward Teams Using Electronic Health Record Data
Paracentesis Simulation: A Comprehensive Approach to Procedural Education
Feedback on Feedback as a Faculty Development Tool
Twelve Tips to Maximize the Value of a Clinical Competency Committee in Postgraduate Medical Education
Entrusting Observable Practice Activities and Milestones Over the 36 Months of an Internal Medicine Residency
Critical Deficiency Ratings in Milestone Assessment: A Review and Case Study.
Residency as a Social Network: Burnout, Loneliness, and Social Network Centrality
The Senior Prep Conference: Simultaneous Learning and Teaching
Entrustment and mapping of observable practice activities for resident assessment
Connecting Resident Education to Patient Outcomes: The Evolution of a Quality Improvement Curriculum in an Internal Medicine Residency
The Ambulatory Long-Block: An Accreditation Council for Graduate Medical Education (ACGME) Educational Innovations Project (EIP)
Interval Examination: The Ambulatory Long Block
Multisource Feedback in the Ambulatory Setting
A Multiple Choice Testing Program Coupled with a Year-long Elective Experience is Associated with Improved Performance on the Internal Medicine In-Training Examination
Defense of the measures: a tool for engaging integrated care teams in outcomes measurement
Morbidity, mortality, and improvement-moving ideas into action
There Is No “I” in Teamwork in the Patient-Centered Medical Home: Defining Teamwork Competencies for Academic Practice
Beyond a curricular design of convenience: replacing the noon conference with an academic half day in three internal medicine residency programs
I-PASS Handoff Curriculum: Core Resident Workshop
Fast Facts and Concepts: An Educational Tool
Introducing end-of-life care into the University of Cincinnati Internal Medicine Residency Program
About us:
Continuity of Care in Residency Teaching Practices: Lessons from “Bright Spots
Clinic First: 6 Actions to Transform Ambulatory Residency Training
The Road to Excellence for Primary Care Resident Teaching Clinics
Continuity Errors in Resident Clinic
Continuity Clinic Model and Diabetic Outcomes in Internal Medicine Residencies: Findings of the Educational Innovations Project Ambulatory Collaborative
Determinants of Patient Satisfaction in Internal Medicine Resident Continuity Clinics: Findings of the Educational Innovations Project Ambulatory Collaborative
Clinic Design, Key Practice Metrics, and Resident Satisfaction in Internal Medicine Continuity Clinics: Findings of the Educational Innovations Project Ambulatory Collaborative
Clinic Design and Continuity in Internal Medicine Resident Clinics: Findings of the Educational Innovations Project Ambulatory Collaborative
The Next Steps in Competency-Based Medical Education: Milestones, Entrustable Professional Activities Observable Practice Activities
Experiments in Continuity — Rethinking Residency Training in Ambulatory Care
Fostering Educational Innovation Through Measuring Outcomes
Department of Internal Medicine231 Albert Sabin WayMedical Sciences Building Room 6058PO Box 670557Cincinnati, OH 45267-0557Fax: 513-558-3878 Email: ucintmed@ucmail.uc.edu