Today is Sunday, Jul. 22, 2018

Department of

Department of Internal Medicine

Residency Programs


Director's Welcome

Cincinnati is a special place to train.

As one of 21 programs accepted into the Accreditation Council for Graduate Medical Education’s (ACGME) Educational Innovations Project, we are at the forefront of medical educational innovation.

Let me show you why.

Patient Care and Educational Philosophy

When we joined the Educational Innovations Project, we wanted to improve residency education and patient care at the same time. This forced us to ask many important questions:

  • What kind of care do we deliver?
  • What are the most important outcomes for patients and learners?
  • How do we measure this?
  • How can we improve?

These are questions of shared accountability. To answer them we have embraced team-based, patient-centered care. We are looking for residents who are more 'we' than 'me,' and who have a passion improving the lives of others.


Have you ever felt you couldn't address your patient's concerns because you were rushing around so much? The average intern in the United states spends only 12% of their time in direct patient care. How can this be?

Our patient-centered bedside rounds refocus the care system around the patient, not the computer, allowing you to be fully present to meet your patient's needs.

In the clinic, our award-winning Ambulatory Long Block and level III patient-centered medical home provide an authentic primary care experience and the kind of real-life continuity needed to manage patients with complex problems. Our unique TRAC project focuses on creating relationships that matter.

We see ourselves as teachers of the patients. What good is a treatment plan if the patient doesn't understand it?

As a resident, you will learn how to help patients leave the wards with a sense of self-efficacy. Do they know enough to go home? Can they take care of themselves? If, not, how can we assist them?

In the clinic, we close the loop of knowledge by providing clear written instructions from the electronic medical record and by having the patients “teach-back” the plan to us to ensure they understand it.

Your therapeutic relationship with your patients is your most important tool. We have designed our care systems to allow these relationships to blossom.

Teaching and Learning

When it comes to learning we focus on what you do, not just what you know. Knowing is important, but you must be able to translate knowledge into action. Our new state-of-the-art Milestones Evaluation System measures your skills, not simply how we feel about you.

When you come to our conferences there will be no dark rooms and PowerPoint. Instead, you will encounter small-group learning exercises and a dedicated faculty challenging you to use knowledge rather than just passively receive it.

From our popular Academic Half Day and morning reports, to our dedicated Advanced Ambulatory Practice curriculum, to our evidence-based medicine and board review courses, you will be actively engaged in your learning. New this year, we are the first residency program in the country to use the Osmosis platform to enhance long term learning.

In addition, we also have a robust and well supported set of research programs that produce many excellent projects every year. We also offer multiple learning pathways for residents considering careers in medical education, community health and advocacy, and research. For those that are interested in post-residency training in these areas, we have developed a new set of fellowship experiences in the IMSTAR (Internal Medicine Scholarly Training for Academic Research) program.

Recently I was fortunate to win the International Residency Educator of the Year Award, the A.B. Dolly Cohen Award for Teaching Excellence, the American College of Physician's Master Teacher Award, and the ACGME's Parker Palmer Courage to Teach Award, and my Medicine-Pediatrics counterpart Jennifer O'Toole won the in Society of Hospital Medicine's Award for Excellence in Teaching. Although these were individual awards, we feel they really represent the work of our tremendous education team.


Medicine is transforming from hierarchical structures to team-based care. We train our residents to develop and thrive in these teams.

Our inpatient and ambulatory care systems are team-based and multidisciplinary, and residents are deeply involved in the performance of the team.

In both settings we meet weekly to review how we're doing. Residents use quality reports, patient satisfaction information, and practice management data to constantly improve care. When you graduate, you will be prepared to help your clinical microsystem succeed.

Our residency is interactive, open minded, patient-centered and outcomes oriented. If you value these attributes, and want to train with like-minded people, then our program is for you.

You can learn more about us by reviewing our website, or following me on twitter (I tweet about our program, medical education, and healthcare delivery -- @CincyIM). You can also get a sense of our vibe from our weekly newsletters.

I look forward to meeting you!

Eric J. Warm M.D., F.A.C.P
Richard W. and Sue P. Vilter Professor of Medicine
Program Director, Internal Medicine
phone: 513-558-1976
Twitter: @CincyIM


Eric J. Warm M.D., F.A.C.P


Richard W. & Sue P. Vilter Professor of Medicine,
Program Director, Internal Medicine


Ambulatory Care, Medical Education, Communication Skills, Quality Improvement, Patient Safety, Professionalism, Ethics of Healthcare.


Bachelor's Degree:
University of Cincinnati, 1989

Medical Degree:
University of Cincinnati College of Medicine, 1993

Chief Medical Resident:
UC Health University Hospital, 1996

Categorical Residency:
UC Health University Hospital, 1997

More Information

Program Manager
Liz Bauke