Eric J Warm
Biographic Data
| ID | 8306857 |
|---|---|
| NAME | Eric J Warm |
| GIVEN NAMES | Eric J |
| FAMILY NAME | Warm |
| SIGNATURE | WARM E J |
| AFFILIATIONS | E.J. Warmis professor of medicine and program director, Department of Internal Medicine, University of Cincinnati College of Medicine, Cincinnati, Ohio; ORCID:. |
| ORCID | 0000-0002-6088-2434 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The science of learning and development and medical education in times of stress
We're sold on SoLD (the science of learning and development) for medical educators to use in times of crisis ... or anytime. #MedEd
The Shadow Economy of Effort
The shift to pass/fail grading in undergraduate medical education was designed to reduce medical students’ stress. However, this change has given rise to a “shadow economy of effort,” as students move away from traditional didactic and clinical learning to engage in increasing numbers of research, volunteer, and work experiences to enhance their residency applications. These extracurricular efforts to secure a residency position are subphenomena …
Using Theory-Informed Group Processes to Make Timeless Promotion Decisions
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…
Ambulatory Long Block
High-quality precision education (PE) aims to enhance outcomes for learners and society by incorporating longitudinal data and analytics to shape personalized learning strategies. However, existing educational data collection methods often suffer from fragmentation, leading to gaps in understanding learner and program performance. In this article, the authors present a novel approach to PE at the University of Cincinnati, focusing on the Ambulato…
Certifying Organizations Should Promote Competency-Based Time-Variable Training
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…
Finding Medicine’s Moneyball
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…
Twelve tips for creating a longitudinal quality improvement and safety education for early health professions students
Despite the numerous calls for integrating quality improvement and patient safety (QIPS) curricula into health professions education, there are limited examples of effective implementation for early learners. Typically, pre-clinical QIPS experiences involve lectures or lessons that are disconnected from the practice of medicine. Consequently, students often prioritize other content they consider more important. As a result, they may enter clinica…
Reconstructing Neurath’s Ship
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
Development of an entrustment ratings display fit for ordinal data
Entrustment is used in learner assessment tools and frameworks (e.g., entrustable professional activities), and often operationalised via entrustment-supervision (ES) scales. At the University of Cincinnati Internal Medicine residency programme, we collect large amounts of ES ratings via workplace-based assessments and collate them for review by our clinical competency committee (CCC). We synthesise ES ratings using a dashboard that displays data…
What Behaviors Define a Good Physician? Assessing and Communicating About Noncognitive Skills
Once medical students attain a certain level of medical knowledge, success in residency often depends on noncognitive attributes, such as conscientiousness, empathy, and grit. These traits are significantly more difficult to assess than cognitive performance, creating a potential gap in measurement. Despite its promise, competency-based medical education (CBME) has yet to bridge this gap, partly due to a lack of well-defined noncognitive observab…
A Dynamic Risk Management Approach for Reducing Harm From Invasive Bedside Procedures Performed During Residency
Internal medicine (IM) residents frequently perform invasive bedside procedures during residency training. Bedside procedure training in IM programs may compromise patient safety. Current evidence suggests that IM training programs rely heavily on the number of procedures completed during training as a proxy for resident competence instead of using objective postprocedure patient outcomes. The authors posit that the results of procedural training…
Entrustment Decision Making
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…
Constructing a Validity Map for a Workplace-Based Assessment System
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
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…
Becoming a deliberately developmental organization
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…
Competency-based time-variable training internationally
may be the largest hurdle to clear. Although it is true that an 'all or nothing' approach to CBTV training would require massive overhauls of both medical education and health care systems, the authors propose that training institutions should gradually evolve within their current environments to incrementally move toward the best version of CBTV training for learners, supervisors, and patients. In support of this evolution, the authors seek to d…
Growth mindset in competency-based medical education
The ongoing adoption of competency-based medical education (CBME) across health professions training draws focus to learner-centred educational design and the importance of fostering a growth mindset in learners, teachers, and educational programs. An emerging body of literature addresses the instructional practices and features of learning environments that foster the skills and strategies necessary for trainees to be partners in their own learn…
On the validity of summative entrustment decisions
Health care revolves around trust. Patients are often in a position that gives them no other choice than to trust the people taking care of them. Educational programs thus have the responsibility to develop physicians who can be trusted to deliver safe and effective care, ultimately making a final decision to entrust trainees to graduate to unsupervised practice. Such entrustment decisions deserve to be scrutinized for their validity. This end-of…
A Reliability Analysis of Entrustment-Derived Workplace-Based Assessments
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…
Variation in Entrustment When Sharing a Single Assessment System Between University- and Community-Based Residency Programs
PURPOSE: Given resource constraints, many residency programs would consider adopting an entrustment-based assessment system from another program if given the opportunity. However, it is unclear if a system developed in one context would have similar or different results in another. This study sought to determine if entrustment varied between programs (community based and university based) when a single assessment system was deployed in different …
Building the Bridge to Quality
Current models of quality improvement and patient safety (QIPS) education are not fully integrated with clinical care delivery, representing a major impediment toward achieving widespread QIPS competency among health professions learners and practitioners. The Royal College of Physicians and Surgeons of Canada organized a 2-day consensus conference in Niagara Falls, Ontario, Canada, called Building the Bridge to Quality, in September 2016. Its go…
When I say … the wisdom of crowds
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
The Ambulatory Long Block
Everyone in healthcare really has two jobs when they come to work every day: to do their work and to improve it [1]. —Paul Batalden and Frank Davidoff The Accreditation Council for Graduate Medical Education (ACGME) has defined competency in systems-based practice as "an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal he…
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The Ambulatory Long Block
Everyone in healthcare really has two jobs when they come to work every day: to do their work and to improve it [1]. —Paul Batalden and Frank Davidoff The Accreditation Council for Graduate Medical Education (ACGME) has defined competency in systems-based practice as "an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal he…
A Reliability Analysis of Entrustment-Derived Workplace-Based Assessments
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…
Variation in Entrustment When Sharing a Single Assessment System Between University- and Community-Based Residency Programs
PURPOSE: Given resource constraints, many residency programs would consider adopting an entrustment-based assessment system from another program if given the opportunity. However, it is unclear if a system developed in one context would have similar or different results in another. This study sought to determine if entrustment varied between programs (community based and university based) when a single assessment system was deployed in different …
Building the Bridge to Quality
Current models of quality improvement and patient safety (QIPS) education are not fully integrated with clinical care delivery, representing a major impediment toward achieving widespread QIPS competency among health professions learners and practitioners. The Royal College of Physicians and Surgeons of Canada organized a 2-day consensus conference in Niagara Falls, Ontario, Canada, called Building the Bridge to Quality, in September 2016. Its go…
When I say … the wisdom of crowds
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
A Dynamic Risk Management Approach for Reducing Harm From Invasive Bedside Procedures Performed During Residency
Internal medicine (IM) residents frequently perform invasive bedside procedures during residency training. Bedside procedure training in IM programs may compromise patient safety. Current evidence suggests that IM training programs rely heavily on the number of procedures completed during training as a proxy for resident competence instead of using objective postprocedure patient outcomes. The authors posit that the results of procedural training…
Entrustment Decision Making
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…
Constructing a Validity Map for a Workplace-Based Assessment System
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
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…
Becoming a deliberately developmental organization
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…
Competency-based time-variable training internationally
may be the largest hurdle to clear. Although it is true that an 'all or nothing' approach to CBTV training would require massive overhauls of both medical education and health care systems, the authors propose that training institutions should gradually evolve within their current environments to incrementally move toward the best version of CBTV training for learners, supervisors, and patients. In support of this evolution, the authors seek to d…
Growth mindset in competency-based medical education
The ongoing adoption of competency-based medical education (CBME) across health professions training draws focus to learner-centred educational design and the importance of fostering a growth mindset in learners, teachers, and educational programs. An emerging body of literature addresses the instructional practices and features of learning environments that foster the skills and strategies necessary for trainees to be partners in their own learn…
On the validity of summative entrustment decisions
Health care revolves around trust. Patients are often in a position that gives them no other choice than to trust the people taking care of them. Educational programs thus have the responsibility to develop physicians who can be trusted to deliver safe and effective care, ultimately making a final decision to entrust trainees to graduate to unsupervised practice. Such entrustment decisions deserve to be scrutinized for their validity. This end-of…
What Behaviors Define a Good Physician? Assessing and Communicating About Noncognitive Skills
Once medical students attain a certain level of medical knowledge, success in residency often depends on noncognitive attributes, such as conscientiousness, empathy, and grit. These traits are significantly more difficult to assess than cognitive performance, creating a potential gap in measurement. Despite its promise, competency-based medical education (CBME) has yet to bridge this gap, partly due to a lack of well-defined noncognitive observab…
Reconstructing Neurath’s Ship
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
Development of an entrustment ratings display fit for ordinal data
Entrustment is used in learner assessment tools and frameworks (e.g., entrustable professional activities), and often operationalised via entrustment-supervision (ES) scales. At the University of Cincinnati Internal Medicine residency programme, we collect large amounts of ES ratings via workplace-based assessments and collate them for review by our clinical competency committee (CCC). We synthesise ES ratings using a dashboard that displays data…
Using Theory-Informed Group Processes to Make Timeless Promotion Decisions
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…
Ambulatory Long Block
High-quality precision education (PE) aims to enhance outcomes for learners and society by incorporating longitudinal data and analytics to shape personalized learning strategies. However, existing educational data collection methods often suffer from fragmentation, leading to gaps in understanding learner and program performance. In this article, the authors present a novel approach to PE at the University of Cincinnati, focusing on the Ambulato…
Certifying Organizations Should Promote Competency-Based Time-Variable Training
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…
Finding Medicine’s Moneyball
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…
Twelve tips for creating a longitudinal quality improvement and safety education for early health professions students
Despite the numerous calls for integrating quality improvement and patient safety (QIPS) curricula into health professions education, there are limited examples of effective implementation for early learners. Typically, pre-clinical QIPS experiences involve lectures or lessons that are disconnected from the practice of medicine. Consequently, students often prioritize other content they consider more important. As a result, they may enter clinica…
The Shadow Economy of Effort
The shift to pass/fail grading in undergraduate medical education was designed to reduce medical students’ stress. However, this change has given rise to a “shadow economy of effort,” as students move away from traditional didactic and clinical learning to engage in increasing numbers of research, volunteer, and work experiences to enhance their residency applications. These extracurricular efforts to secure a residency position are subphenomena …
The science of learning and development and medical education in times of stress
We're sold on SoLD (the science of learning and development) for medical educators to use in times of crisis ... or anytime. #MedEd
Innovations in Medical Education (21 works) · Psychology (20 works) · Medical education (19 works) · Medicine (19 works) · Clinical Reasoning and Diagnostic Skills (13 works) · Computer Science (12 works) · Political science (9 works) · Social Psychology (9 works) · Engineering (8 works) · Health care (8 works)