Ariel Winn, MD

Attending Physician, Hospital Medicine

Assistant Professor, Harvard Medical School

Phone 617-355-7584

NPI 1932423639

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Ariel Winn, MD

Attending Physician, Hospital Medicine

Assistant Professor, Harvard Medical School

Medical Services

Languages

English

Education

Undergraduate School

Tufts University

Medford

Medical School

New York University School of Medicine

New York

Internship

Boston Combined Residency Program (BCRP)

Boston

Residency

Boston Combined Residency Program (BCRP)

Boston

Certifications

American Board of Pediatrics (General)

American Board of Pediatrics (Pediatric Hospital Medicine)

Publications

Advancing, Graduating, and Attesting Readiness of Pediatrics Residents With Concerns. View Abstract

Graduating Residents' Readiness for Unsupervised Practice. View Abstract

Resident Physician Intentions Regarding Unionization. View Abstract

Associations Between Residency Program Size and Readiness for Unsupervised Practice in Pediatrics. View Abstract

Novice Experts: Exploring Fellows' Perspectives on the Transition from Residency to Fellowship. View Abstract

An Untold Story: The Feelings of Pediatric Residents Early in the COVID-19 Pandemic and What They Can Teach Us Today. View Abstract

A realist evaluation of prospective entrustment decisions in paediatric residency clinical competency committees. View Abstract

Innovation in Advanced Advocacy Training Through Clinician Partnerships with Institutional Government Relations. View Abstract

The role of competency based medical education in addressing health inequities and cultivating inclusive learning environments. View Abstract

Lost in the pandemic: COVID-19's impact on health professions educators. View Abstract

A realist synthesis of prospective entrustment decision making by entrustment or clinical competency committees. View Abstract

Peer evaluations in an anonymous and open system: Intern reactions and evaluation analysis. View Abstract

Race, Ethnicity, and Ancestry in Clinical Pathways: A Framework for Evaluation. View Abstract

Beyond the Workshop: Results From a Longitudinal, Interprofessional Teaching Certificate Program. View Abstract

Learner Handoffs Within Clinical Rotations: From the Resident Perspective. View Abstract

COVID-19 Pandemic Impact on Pediatricians Entering the Pediatric Workforce. View Abstract

A Unique Lens: Understanding What Nurses Are Best Positioned to Assess About Residents. View Abstract

Tackling Impostor Syndrome Individually and Institutionally: A Longitudinal Impostor Syndrome Curriculum for Pediatric Residents. View Abstract

Bridge Builders: A Qualitative Study of Fellows' Successful Supervision of Residents. View Abstract

Becoming an Anti-Racist Training Program. View Abstract

Making prospective entrustment decisions: Knowing limits, seeking help and defaulting. View Abstract

An Entrustable Professional Activity Addressing Racism and Pediatric Health Inequities. View Abstract

Changes Made to Orders Placed by Overnight Admitting Residents on Teaching Rounds the Next Day. View Abstract

Pediatric Resident Perspectives on the Impact of COVID-19 on Training. View Abstract

Interns' perspectives on impacts of the COVID-19 pandemic on the medical school to residency transition. View Abstract

Pediatric Trainees as Parents: Perspectives on Parenthood From Pediatric Resident Parents. View Abstract

Pediatric Intern Clinical Exposure During the COVID-19 Pandemic. View Abstract

Pediatric Trainees as Parents: Perspectives From a Pandemic. View Abstract

A Resident-Led Virtual Journal Club to Educate Pediatric Residents About Coronavirus Disease 2019. View Abstract

Encouraging Entrustment: A Qualitative Study of Resident Behaviors That Promote Entrustment. View Abstract

Time Well Spent: Resident Promotion of Microcompetency-Based Medical Education During Inpatient Pediatric Experiences. View Abstract

TEACH and repeat: Deliberate practice for teaching. View Abstract

Defining the Essential Components of a Teaching Service. View Abstract

The COVID-19 Pandemic and Pediatric Graduate Medical Education. View Abstract

Application Factors Associated With Clinical Performance During Pediatric Internship. View Abstract

Changing of the Guards: The Pearls and Perils of Shifting Expectations in Residency Training. View Abstract

Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings. View Abstract

Making the Consult Interaction More Than a Transaction: Helping Fellows Be Better Teachers and Residents Be Better Learners. View Abstract

Divide and conquer: Evaluation of a redesign of a pediatric teaching service. View Abstract

Impact of a Resident Research Grant on Scholarly Output During Pediatric Residency. View Abstract

Applying Self-Determination Theory to Redesign an Inpatient Care Team. View Abstract

Fellow as Clinical Teacher (FACT) Curriculum: Improving Fellows' Teaching Skills During Inpatient Consultation. View Abstract

Case 3: Persistent Pharyngitis in a 14-year-old Girl. View Abstract

A Comparison of Resident Self-Perception and Pediatric Hospitalist Perceptions of the Supervisory Needs of New Interns. View Abstract

Promoting Resident Professional Development Using Scholarly Academies. View Abstract

Development, Implementation, and Assessment of the Intensive Clinical Orientation for Residents (ICOR) Curriculum: A Pilot Intervention to Improve Intern Clinical Preparedness. View Abstract

Families as Partners in Hospital Error and Adverse Event Surveillance. View Abstract

Congenital Chylothorax as the Initial Presentation of PTPN11-Associated Noonan Syndrome. View Abstract

Fellows as Teachers: Raising the Educational Bar. View Abstract

Graduating Pediatrics Residents' Reports on the Impact of Fatigue Over the Past Decade of Duty Hour Changes. View Abstract

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