Daniel J Schumacher

Datos Biográficos

ID	4798730
NOMBRE	Daniel J Schumacher
NOMBRES	Daniel J
APELLIDO	Schumacher
FIRMA	SCHUMACHER D J
AFILIACIONES	Department of Pediatrics University of Cincinnati College of Medicine Cincinnati Ohio USA
ORCID	0000-0001-5507-8452
VERIFICADO	Sí
TOTAL DE OBRAS	58
TOTAL DE CITAS	5
TOTAL COMO AUTOR	58
TOTAL COMO EDITOR	0
PRIMER AÑO DE PUBLICACIÓN	2015
AÑO MÁS RECIENTE DE PUBLICACIÓN	2025
ÍNDICE H	1

A “Totally Different Beast”
Benjamin Kinnear, Sally A Santen et al.ARTICLEAcademic Medicine2025
Development and Validation of a Model to Predict Milestone Levels Based on Entrustable Professional Activity Entrustment-Supervision Levels
Daniel J Schumacher, Benjamin Kinnear et al.ARTICLEAcademic Medicine2025
A realist evaluation of prospective entrustment decisions in paediatric residency clinical competency committees
Open AccessDaniel J Schumacher, Abigail Martini et al.ARTICLEMedical Education2025
Patient safety or prejudice? Challenging disability discrimination in medical training
Open AccessDaniel J Schumacher, Jackson Hearn et al.ARTICLEMedical Education2025
In this commentary, the authors argue that when disability is assumed to be a threat to patient safety, trainees with disabilities can be further disadvantaged
What Are We Made For? Mobilizing Medical Education Research for Impact
Open AccessJaveed Sukhera, Cha-Chi Fung et al.ARTICLEAcademic Medicine2024
During the past several decades, medical education research has advanced in many ways. However, the field has struggled somewhat with translating knowledge into practice. The field has tremendous potential to generate insights that may improve educational outcomes, enhance teaching experiences, reduce costs, promote equity, and inform policy. However, the gap between research and practice requires attention and reflection. In this commentary, the…
Using Theory-Informed Group Processes to Make Timeless Promotion Decisions
Open AccessBenjamin Kinnear, Sally A Santen et al.ARTICLEAcademic Medicine2024
Competency-based medical education (CBME) depends on effective programs of assessment to achieve the desired outcomes and goals of training. Residency programs must be able to defend clinical competency committee (CCC) group decisions about learner readiness for practice, including decisions about time-variable resident promotion and graduation. In this article, the authors describe why CCC group decision-making processes should be supported by t…
Reimagining Initial Certification as a Process That Begins During Residency to Support Continuous Development Across Training and Practice
Open AccessCarol Carraccio, Daniel J Schumacher et al.ARTICLEAcademic Medicine2024
In the United States, initial board certification remains focused on a high-stakes knowledge examination after completion of training. A more contemporary view supports a program of assessment that includes multiple types and sources of data with an emphasis on direct workplace observation to get the best picture of an individual’s performance. In this article, the authors reimagine initial certification as a continuous assessment for learning th…
The Next Era of Assessment
Open AccessDaniel J Schumacher, Benjamin Kinnear et al.ARTICLEAcademic Medicine2024
Previous eras of assessment in medical education have been defined by how assessment is done, from knowledge exams popularized in the 1960s to the emergence of work-based assessment in the 1990s to current efforts to integrate multiple types and sources of performance data through programmatic assessment. Each of these eras was a response to why assessment was performed (e.g., assessing medical knowledge with exams; assessing communication, profe…
Certifying Organizations Should Promote Competency-Based Time-Variable Training
Open AccessBenjamin Kinnear, Daniel J Schumacher et al.ARTICLEAcademic Medicine2024
To the Editor: We applaud the article by Goldhamer and colleagues regarding the Promotion in Place (PIP) pilot program that operationalizes competency-based, time-variable training (CBTVT) in graduate medical education (GME).1 At the University of Cincinnati internal medicine residency program, we, too, have a CBTVT pilot called Transitioning in Internal Medicine Education Leveraging Entrustment Scores Synthesis (TIMELESS),2 with an intended impl…
Lessons From Organic Chemistry
Open AccessHolly Caretta‐Weyer, Daniel J Schumacher et al.ARTICLEAcademic Medicine2024
In this commentary, the authors explore the tension of balancing high performance standards in medical education with the acceptability of those standards to stakeholders (e.g., learners and patients). The authors then offer a lens through which this tension might be considered and ways forward that focus on both patient outcomes and learner needs. In examining this phenomenon, the authors argue that high performance standards are often necessary…
Finding Medicine’s Moneyball
Open AccessBenjamin Kinnear, Holly Caretta‐Weyer et al.ARTICLEAcademic Medicine2024
Precision education (PE) leverages longitudinal data and analytics to tailor educational interventions to improve patient, learner, and system-level outcomes. At present, few programs in medical education can accomplish this goal as they must develop new data streams transformed by analytics to drive trainee learning and program improvement. Other professions, such as Major League Baseball (MLB), have already developed extremely sophisticated app…
What the hell is water? Changing medical education's ideology through validity
Open AccessBenjamin Kinnear, Daniel J SchumacherARTICLEMedical Education2024
Midwest_MedPeds and @DrDanSchumacher call for a "What the hell is water?" reckoning with #MedEd using academic excellence as a central selection metric
How do validity experts conceptualise argumentation? It's a rhetorical question
Open AccessBenjamin Kinnear, Abigail Martini et al.ARTICLEMedical Education2024
A realist synthesis of prospective entrustment decision making by entrustment or clinical competency committees
Open AccessDaniel J Schumacher, Catherine Michelson et al.ARTICLEMedical Education2024
Competency-based medical education
Daniel J Schumacher, Benjamin Kinnear et al.ARTICLEMedical Teacher2024
High-value care is what patients deserve and what healthcare professionals should deliver. However, it is not what happens much of the time. Quality improvement master Dr. Don Berwick argued more than two decades ago that American healthcare needs an escape fire, which is a new way of seeing and acting in a crisis situation. While coined in the U.S. context, the analogy applies in other Western healthcare contexts as well. Therefore, in this pape…
Data sharing and big data in health professions education
Kulamakan Kulasegaram, Lawrence Grierson et al.ARTICLEMedical Teacher2024
Changes in digital technology, increasing volume of data collection, and advances in methods have the potential to unleash the value of big data generated through the education of health professionals. Coupled with this potential are legitimate concerns about how data can be used or misused in ways that limit autonomy, equity, or harm stakeholders. This consensus statement is intended to address these issues by foregrounding the ethical imperativ…
A retrospective observational study – exploring food pantry referral as a clinical proxy for residents’ ability to address unmet health-related social needs
Open AccessMichelle March, Daniel J Schumacher et al.ARTICLEMedical Education Online2024
During our study, most residents placed at least one pantry referral in response to identifying food insecurity either via the screen or during conversation with the family. Referral to a primary care embedded food pantry, one way to address acute food insecurity may serve as a measurable proxy to assess residents' ability to address unmet health-related social needs and promote social accountability in healthcare delivery
Picking Up Where the Authors Left Off
Open AccessAndrea N Leep-Hunderfund, Andrea N Leep Hunderfund et al.ARTICLEAcademic Medicine2023
Reading is ... an act of resistance in a landscape of distraction ... it returns us to a reckoning with time. —David Ulin1 Research is a scientific endeavor that aims to create knowledge by asking relevant questions, using rigorous approaches, and formulating sound conclusions.2–5 These activities ideally culminate in the publication of a manuscript. Conducting rigorous research, communicating the findings in writing, and navigating peer review a…
Family–Educator Partnership in the Development of Entrustable Professional Activities in Complex Care
Open AccessKathleen Huth, Duncan Henry et al.ARTICLEAcademic Medicine2023
Reconstructing Neurath’s Ship
Open AccessBenjamin Kinnear, Danielle E Weber et al.ARTICLEAcademic Medicine2023
Inequity in assessment has been described as a “wicked problem”—an issue with complex roots, inherent tensions, and unclear solutions. To address inequity, health professions educators must critically examine their implicit understandings of truth and knowledge (i.e., their epistemologies) with regard to educational assessment before jumping to solutions. The authors use the analogy of a ship (program of assessment) sailing on different seas (epi…
How Does Timeless Training Impact Resident Motivation for Learning, Assessment, and Feedback? Evaluating a Competency-Based Time-Variable Training Pilot
Open AccessBenjamin Kinnear, Sally A Santen et al.ARTICLEAcademic Medicine2023
From What We Are Doing to Why
Dorene F Balmer, Meredith E Young et al.ARTICLEAcademic Medicine2022
Major life events afford opportunities to reflect on what matters. For the Research in Medical Education (RIME) Program Planning Committee, the events of 2020 and 2021 have been both celebratory and tragic. RIME turned 60 in 2021, which provided an opportunity to celebrate its longstanding commitment to promoting rigorous research and supporting the professional development of medical education scholars. 1 This celebratory milestone was tempered,…
Can I Ask a Question About URiM Awards That I Don’t Know the Answer to? Designing an Award for Underrepresented Medical Education Researchers
Zareen Zaidi, Justin L Sewell et al.ARTICLEAcademic Medicine2022
Meaningful Equity, Diversity, and Inclusion (EDI) efforts may be stymied by concerns about whether proposed initiatives are performative or tokenistic. The purpose of this project was to analyze discussions by the Research in Medical Education (RIME) Program Planning committee about how best to recognize and support underrepresented in medicine (URiM) researchers in medical education to generate lessons learned that might inform local, national, …
How argumentation theory can inform assessment validity
Open AccessBenjamin Kinnear, Daniel J Schumacher et al.ARTICLEMedical Education2022
Making prospective entrustment decisions
Open AccessDaniel J Schumacher, Catherine Michelson et al.ARTICLEMedical Education2022

Asia's ‘Boom’ of Difficult Memories
Open AccessDaniel J SchumacherARTICLEHistory Compass2015Citada por: 5Referencias: 28
This article takes a cue from the tremendous increase in the creation of public sites of memory in Asia over the last few decades that are dedicated to the devastating events that took place in the Asian theatre of World War Two. The dissonant representations of these events still evoke strong emotions in the region and reveal many unresolved conflicts that stem from this war. This paper will survey the current research on the public remembrance …
Patient safety and quality improvement
Open AccessDaniel J Schumacher, John G FrohnaARTICLEMedical Education Online2016
In the United States, the Accreditation Council for Graduate Medical Education (ACGME) has instituted a new program, the Clinical Learning Environment Review (CLER), that places focus in six important areas of the resident and fellow working and learning environment. Two of these areas are patient safety and quality improvement (QI). In their early CLER reviews of institutions housing ACGME-accredited training programs, ACGME has found that despi…
Wartime Globalization in Asia, 1937-1945, Conflicted Connections, and Convergences
Open AccessMark R Frost, Daniel Schumacher et al.ARTICLEModern Asian Studies2017Referencias: 18
Given war's propensity for trampling over and demolishing borders-its literal, one might even say primordial, function as a motor of deterritorialization and reterritorialization-the scant scholarly attention paid to it as a globalizing force remains surprising. An extensive body of literature has responded to the complex role of globalization in the making, as well as the supposed unmaking, of conflict. Liberal economists and political theorists…
Colonial memories and transnational mobilizations
Open AccessBarbara Laubenthal, Daniel J SchumacherARTICLEMemory Studies2018Referencias: 8
This article focuses on campaigns by former colonial soldiers from Nepal and Hong Kong and their struggles for British citizenship over the last three decades. When analysing these mobilizations, we combine approaches from social movement research with insights from cultural memory studies. We use the concept of ‘relational fields’ to determine how these former colonial soldiers systematically utilized the past as a political framing device and t…
Encouraging Entrustment
Elizabeth Pingree, Elizabeth W Pingree et al.ARTICLEAcademic Medicine2020
PURPOSE: To explore resident and attending physician perceptions of resident behaviors and skills that demonstrate trustworthiness and promote entrustment by supervisors. METHOD: Using grounded theory methodology, the authors conducted 3 focus groups with pediatric residents from the Boston Combined Residency Program and 3 focus groups with attending physicians who were either general pediatric hospitalists or other pediatric subspecialists at Bo…
A Reliability Analysis of Entrustment-Derived Workplace-Based Assessments
Matthew Kelleher, Benjamin Kinnear et al.ARTICLEAcademic Medicine2020
PURPOSE: To examine the reliability and attributable facets of variance within an entrustment-derived workplace-based assessment system. METHOD: Faculty at the University of Cincinnati Medical Center internal medicine residency program (a 3-year program) assessed residents using discrete workplace-based skills called observable practice activities (OPAs) rated on an entrustment scale. Ratings from July 2012 to December 2016 were analyzed using ap…
The Hiker’s Guide to the Rime Supplement
Justin L Sewell, Andrea N Leep-Hunderfund et al.ARTICLEAcademic Medicine2020
In this Commentary, the authors seek to build on prior RIME commentaries by considering how researchers transition from worldviews, focal lengths, and research goals to research directions and methodological choices. The authors use the analogy of a hiker to illustrate how different researchers studying a similar phenomenon can choose among different research directions, which lead down different paths and offer different perspectives on a proble…
Resident-Sensitive Quality Measures in the Pediatric Emergency Department
Daniel J Schumacher, Eric S Holmboe et al.ARTICLEAcademic Medicine2020
PURPOSE: This study explores the associations between resident-sensitive quality measures (RSQMs) and supervisor entrustment as well as between RSQMs and patient acuity and complexity for encounters in the pediatric emergency department (PED) in which residents are caring for patients. METHOD: Pediatric residents rotating through Cincinnati Children's Hospital Medical Center PED as well as supervising pediatric emergency medicine faculty and fell…
Use of Resident-Sensitive Quality Measure Data in Entrustment Decision Making
Daniel J Schumacher, Abigail Martini et al.ARTICLEAcademic Medicine2020
PURPOSE: Resident-sensitive quality measures (RSQMs) are quality measures that are likely performed by an individual resident and are important to care quality for a given illness of interest. This study sought to explore how individual clinical competency committee (CCC) members interpret, use, and prioritize RSQMs alongside traditional assessment data when making a summative entrustment decision. METHOD: In this constructivist grounded theory s…
Narrative Performance Level Assignments at Initial Entrustment and Graduation
Daniel J Schumacher, A Schwartz et al.ARTICLEAcademic Medicine2020
PURPOSE: To determine which narrative performance level for each general pediatrics entrustable professional activity (EPA) reflects the minimum level clinical competency committees (CCCs) felt should be associated with graduation as well as initial entrustment and compare expected narrative performance levels (ENPLs) for each EPA with actual narrative performance levels (ANPLs) assigned to residents at initial entrustment. METHOD: A series of 5 …
When I say … the wisdom of crowds
Open AccessBenjamin Kinnear, Matthew Kelleher et al.ARTICLEMedical Education2020
Do competence committees provide the "wisdom of crowds" or are we misusing the term? This "When I Say" article defines key enablers of crowd‐based wisdom and challenges its existence in committees
Really Good Stuff Introduction
Open AccessBrownie Anderson, Helen Reid et al.ARTICLEMedical Education2020
It is time for a celebration! 2020 marks the 20th anniversary of the publication of ‘Really Good Stuff’ (or RGS) reports in Medical Education. In honour of that milestone, we have increased the number of reports published in this issue from the usual 30 or so to 45. You will find reports exploring student wellness, the application of technology, social issues in health care, curriculum innovations, and faculty development. Developing the May issu…
Twelve tips for organising speed mentoring events for healthcare professionals at small or large-scale venues
Subha Ramani, Harish Thampy et al.ARTICLEMedical Teacher2020
Mentors play a critical role in the development of professionals, influencing their job satisfaction, career aspirations and evolving professional identity. A variety of mentoring models exist, each with distinct benefits and challenges. Speed mentoring, based on the concept of speed dating, provides mentees with opportunities to meet multiple mentors over a short time and pose focussed career development questions. At large-scale events such as …
Whose History Do We Tell in Public
Daniel J SchumacherARTICLEPublic History Weekly2021
Menschen in der Regel von der Weien Mehrheitsgesellschaft als unzugehrige und exotische Fremde wahrgenommen. Obwohl Deutschland sich in letzten Jahren offiziell als "Zuwanderungsland" definiert und die Diskussion ber gesellschaftliche Diversitt und interkulturelle ffnung der Institution erstmalig auf breiterer politischer wie wissenschaftlicher Basis gefhrt wird, hat sich die alte rassistische Norm
Distant and Hidden Figures
Stefanie S Sebok‐Syer, Andrea Gingerich et al.ARTICLEAcademic Medicine2021
Entrustable professional activities (EPAs) describe activities that qualified professionals must be able to perform to deliver safe and effective care to patients. The entrustable aspect of EPAs can be used to assess learners through documentation of entrustment decisions, while the professional activity aspect can be used to map curricula. When used as an assessment framework, the entrustment decisions reflect supervisory judgments that combine …
Numbers Encapsulate, Words Elaborate
Shiphra Ginsburg, Christopher J Watling et al.ARTICLEAcademic Medicine2021
The adoption of entrustment ratings in medical education is based on a seemingly simple premise: to align workplace-based supervision with resident assessment. Yet it has been difficult to operationalize this concept. Entrustment rating forms combine numeric scales with comments and are embedded in a programmatic assessment framework, which encourages the collection of a large quantity of data. The implicit assumption that more is better has led …
Learner Levels of Supervision Across the Continuum of Pediatrics Training
A Schwartz, Emily Borman-Shoap et al.ARTICLEAcademic Medicine2021
PURPOSE: To describe trajectories in level of supervision ratings for linked entrustable professional activities (EPAs) among pediatric learners in medical school, residency, fellowship. METHOD: The authors performed secondary analyses of 3 linked datasets of level of supervision ratings for the Core EPAs for Entering Residency, the General Pediatrics EPAs, and the Subspecialty Pediatrics EPAs. After identifying 9 activities in common across trai…
Entrustment Decision Making
Olle ten Cate, Carol Carraccio et al.ARTICLEAcademic Medicine2021
The iconic Miller’s pyramid, proposed in 1989, characterizes 4 levels of assessment in medical education (“knows,” “knows how,” “shows how,” “does”). The frame work has created a worldwide awareness of the need to have different assessment approaches for different expected outcomes of education and training. At the time, Miller stressed the innovative use of simulation techniques, geared at the third level (“shows how”); however, the “does” level…
Entrustable Professional Activities
Daniel J Schumacher, David A Turner et al.ARTICLEAcademic Medicine2021
Leaders of competency-based medical education (CBME) are drawn to the concept of entrustable professional activities (EPAs), which are likely the most widespread worldwide approach to CBME at this time. 1–9 Despite the seemingly universal affinity for EPAs, empirical evidence for their use in assessment and results of implementation in clinical contexts are just emerging. 10–15 This supplement collates papers from international leaders across a r…
Constructing a Validity Map for a Workplace-Based Assessment System
Benjamin Kinnear, Matthew Kelleher et al.ARTICLEAcademic Medicine2021
PROBLEM: Health professions education has shifted to a competency-based paradigm in which many programs rely heavily on workplace-based assessment (WBA) to produce data for summative decisions about learners. However, WBAs are complex and require validity evidence beyond psychometric analysis. Here, the authors describe their use of a rhetorical argumentation process to develop a map of validity evidence for summative decisions in an entrustment-…
Entrustment Unpacked
Benjamin Kinnear, Eric J Warm et al.ARTICLEAcademic Medicine2021
Educators use entrustment, a common framework in competency-based medical education, in multiple ways, including frontline assessment instruments, learner feedback tools, and group decision making within promotions or competence committees. Within these multiple contexts, entrustment decisions can vary in purpose (i.e., intended use), stakes (i.e., perceived risk or consequences), and process (i.e., how entrustment is rendered). Each of these cha…
Identifying Core Components of EPA Implementation
Carol Carraccio, Abigail Martini et al.ARTICLEAcademic Medicine2021
PURPOSE: Competency-based assessment, using entrustable professional activities (EPAs), is rapidly being implemented worldwide without sufficient agreement on the essential elements of EPA-based assessment. The rapidity of implementation has left little time to understand what works in what circumstances and why or why not. The result is the attempted execution of a complex service intervention without a shared mental model for features needed to…
Rime 60 Years
Zareen Zaidi, Katherine S McOwen et al.ARTICLEAcademic Medicine2021
This year marks the 60th anniversary (1961–2021) of Research in Medical Education (RIME). Over the past 6 decades, RIME has selected medical education research to be presented each year at the Association of American Medical Colleges Annual Meeting: Learn Serve Lead and published in a supplement of Academic Medicine . In this article, the authors surveyed RIME chairs from the past 20 years to identify ways that RIME has advanced medical education…
Becoming a deliberately developmental organization
Berenike Thomas, Holly Caretta‐Weyer et al.ARTICLEMedical Teacher2021
Medical education is situated within health care and educational organizations that frequently lag in their use of data to learn, develop, and improve performance. How might we leverage competency-based medical education (CBME) assessment data at the individual, program, and system levels, with the goal of redefining CBME from an initiative that supports the development of physicians to one that also fosters the development of the faculty, admini…
Capturing outcomes of competency-based medical education
Elaine Van Melle, Andrew K Hall et al.ARTICLEMedical Teacher2021
There is an urgent need to capture the outcomes of the ongoing global implementation of competency-based medical education (CBME). However, the measurement of downstream outcomes following educational innovations, such as CBME is fraught with challenges stemming from the complexities of medical training, the breadth and variability of inputs, and the difficulties attributing outcomes to specific educational elements. In this article, we present a…