Ariel S Winn

Biographic Data

ID	9556061
NAME	Ariel S Winn
GIVEN NAMES	Ariel S
FAMILY NAME	Winn
SIGNATURE	WINN A S
AFFILIATIONS	A.S. Winn is assistant professor, Division of General Pediatrics, Department of Pediatrics, Boston Children’s Hospital and Harvard Medical School, Boston, Massachusetts ; [email protected]
ORCID	0000-0001-9731-859X
VERIFIED	Yes
TOTAL WORKS	9
TOTAL CITATIONS	0
WORKS AS AUTHOR	9
WORKS AS EDITOR	0
FIRST PUBLICATION YEAR	2020
LATEST PUBLICATION YEAR	2025
H-INDEX	0

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
A realist synthesis of prospective entrustment decision making by entrustment or clinical competency committees
Open AccessDaniel J Schumacher, Catherine Michelson et al.ARTICLEMedical Education2024
Peer evaluations in an anonymous and open system
Laura E Chiel, Laura Chiel et al.ARTICLEMedical Teacher2024
PURPOSE: Feedback and evaluation from peers is fundamental to trainees' professional development but may be uncomfortable to provide non-anonymously. We aimed to understand resident perception of anonymous and open written evaluation systems and to analyze evaluations in each of these systems. MATERIALS AND METHOD: We compared two years of intern peer evaluations at a large United States-based pediatric residency program - the 2018-2019 and 2019-…
Learner Handoffs Within Clinical Rotations
Open AccessMichael Fishman, Michael D Fishman et al.ARTICLEAcademic Medicine2023
Bridge Builders
Open AccessLaura Chiel, Zachary A Winthrop et al.ARTICLEAcademic Medicine2022
Tackling Impostor Syndrome Individually and Institutionally
Chloë E Nunneley, Daniel J Zheng et al.ARTICLEAcademic Medicine2022
Purpose: Medical professionals may be particularly susceptible to “impostor syndrome” (IS), the inability to internalize successes that leads individuals to believe they are less qualified and intelligent than others know them to be. 1–4 Although IS is associated with poor psychological (anxiety, depression, emotional exhaustion) and professional (job satisfaction, career advancement) outcomes, few interventions have been created for trainees, an…
Making prospective entrustment decisions
Open AccessDaniel J Schumacher, Catherine Michelson et al.ARTICLEMedical Education2022
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…

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…
Bridge Builders
Open AccessLaura Chiel, Zachary A Winthrop et al.ARTICLEAcademic Medicine2022
Tackling Impostor Syndrome Individually and Institutionally
Chloë E Nunneley, Daniel J Zheng et al.ARTICLEAcademic Medicine2022
Purpose: Medical professionals may be particularly susceptible to “impostor syndrome” (IS), the inability to internalize successes that leads individuals to believe they are less qualified and intelligent than others know them to be. 1–4 Although IS is associated with poor psychological (anxiety, depression, emotional exhaustion) and professional (job satisfaction, career advancement) outcomes, few interventions have been created for trainees, an…
Making prospective entrustment decisions
Open AccessDaniel J Schumacher, Catherine Michelson et al.ARTICLEMedical Education2022
Learner Handoffs Within Clinical Rotations
Open AccessMichael Fishman, Michael D Fishman et al.ARTICLEAcademic Medicine2023
A realist synthesis of prospective entrustment decision making by entrustment or clinical competency committees
Open AccessDaniel J Schumacher, Catherine Michelson et al.ARTICLEMedical Education2024
Peer evaluations in an anonymous and open system
Laura E Chiel, Laura Chiel et al.ARTICLEMedical Teacher2024
PURPOSE: Feedback and evaluation from peers is fundamental to trainees' professional development but may be uncomfortable to provide non-anonymously. We aimed to understand resident perception of anonymous and open written evaluation systems and to analyze evaluations in each of these systems. MATERIALS AND METHOD: We compared two years of intern peer evaluations at a large United States-based pediatric residency program - the 2018-2019 and 2019-…
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