Educational Innovations

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:

• International Residency Educator of the Year Award
• Association of Program Directors Distinguished Medical Educator Award
• A.B. Dolly Cohen Award for Teaching Excellence
• American College of Physician's Master Teacher Award
• ACGME's Parker Palmer Courage to Teach Award 
• Society of Hospital Medicine's Award for Excellence in Teaching
• Macy Faculty Scholar 
• National Minority Scholar 40 under 40 Award
• AAMC Women in Medicine and Science Award.
• Barondess Fellowship in the Clinical Transaction

The list below showcases some of our most recent work.

Recent Selected Publications of our Innovations:

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

What Behaviors Define a Good Physician? Assessing and Communicating About Noncognitive Skills

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