Michelle Johnson ([email protected])
Debra Weinstein, M.D. assumed the roles of Executive Vice Dean for Academic Affairs at the University of Michigan Medical School and Chief Academic Officer for Michigan Medicine in November, 2021. She is a Professor of Learning Health Sciences and Professor of Internal Medicine. Dr. Weinstein previously served as Vice President for Graduate Medical Education at Mass General Brigham and Associate Professor of Medicine at Harvard Medical School.
Dr. Weinstein is a graduate of Wellesley College and Harvard Medical School. She trained in Internal Medicine and Gastroenterology at Massachusetts General Hospital, and served there as Chief Resident and as Associate Chief and Director of Residency Training in Medicine. Dr. Weinstein has been actively engaged in medical education research and innovation, and was Principal Investigator for a $2M “Reimagining Residency” innovation grant from the AMA focused on competency-based, time-variable GME. Her research interests also include parenting during clinical training; assessment of GME trainees and programs; and enhancing diversity and inclusion in medicine.
Dr. Weinstein is a Trustee of the Educational Commission for Foreign Medical Graduates, and has served on the Boards of Directors of the Accreditation Council for Graduate Medical Education (ACGME) and the MGH Institute for Health Professions. She is a past-chair of the Association of American Medical College’s Group on Resident Affairs. She was a member of the Institute of Medicine’s Committee on the Governance and Financing of GME, and chaired the Macy Foundation conference on reforming GME as well as two National Academies of Science, Engineering and Medicine workshops on GME Outcomes and Metrics.
Dr. Weinstein is a member of the New England Journal of Medicine’s Perspectives Advisory Board and served as Deputy Editor of Academic Medicine from 2013-2019. She was a 2006-7 American Council on Education Fellow and has been honored by the ACGME with the Parker Palmer Courage to Lead Award and the John C. Gienapp Award for Distinguished Service.
Areas of Interest
- Areas of responsibility: Oversight and strategy related to education (UME, GME, CPD) and faculty affairs; support of wellbeing; delegated responsibility for clinical departments and selected centers and institutes.
- Research and scholarly interests: innovation in GME, particularly related to competency-based, time-variable advancement and individualization of physician training; enhancing diversity and inclusion; assessment; and recruitment)
- Subject-matter expertise: Graduate Medical Education accreditation, financing, and program evaluation; clinical learner assessment.
Jagsi R, Shapiro J, Weinstein DF. Perceived Impact of Resident Work Hour Limitations on Medical Student Clerkships: A Survey Study. Acad Med 2005; 80:752-757.
Jagsi R, Kitch BT, Weinstein D, Campbell E, Hutter M, Weissman, JS. Residents Report on Adverse Events and Their Causes. Arch Int Med 2005; 165(22):2607-2613.
Jagsi R, Shapiro J, Weissman JS, Dorer D, Weinstein DF. The Educational impact of ACGME Limits on Resident and Fellow Duty Hours: A Pre/Post Survey Study. Acad Med 2006; 81(12): 1059-1069.
Jagsi R, Weinstein D, Shapiro J, Kitch B, Dorer D, Weissman JS. The Accreditation Council for Graduate Medical Education's Limits on Residents' Work Hours and Patient Safety: A Study of Resident Experiences and Perceptions Before and After Hours Reduction. Arch Intern Med 2008; 168(5):493-500.
Pulliam SJ, Weinstein, D, Malhotra A, Macklin EA, Berkowitz LR. Baseline Sleep Dysfunction Among Matriculating Interns. J Grad Med Ed 2012; 4(2): 202-8.
Fitzgibbons SC, Chen J, Jagsi R, Weinstein D. Long-Term Follow-Up on the Educational Impact of ACGME Duty Hour Limits: A Pre-Post Survey Study. Annals of Surgery 2012; 256(6):1108-1112.
Phitayakorn R, Macklin EA, Goldsmith J, Weinstein DF. Applicants' Self-reported Priorities in Selecting a Residency Program. J Grad Med Ed 2015; 7(1):21-6.
Goldhamer ME, Baker K, Cohen AP, Weinstein DF. Evaluating the Evaluators: Implementation of a Multi-source Evaluation Program for GME Program Directors. J Grad Med Educ 2016 Oct;8(4):592-596.
Goldhamer ME, Cohen A, Brooks M, Macklin E, Co JPT, Weinstein DF. Use of an Objective Structured Clinical Exam (OSCE) for Early Identification of Communication Skills Deficits in Interns. Medical Teacher 2018; 40(1):40-44.
Magudia K, Bick A, Cohen J, Ng TSC, Weinstein D, Mangurian C, Jagsi R. Childbearing and Family Leave Policies for Resident Physicians at Top Training Institutions. JAMA 2018; 320(22):2372-2374.
Glover M, McGee G, Wilkinson DS, Singh H, Bolick A, Betensky RA, Harvey HB, Weinstein D, Schaffer A. Characteristics of paid malpractice claims among resident physicians from 2001-2015 in the United States. Acad Med 2020; 95(2):255-262.
Magudia K, Ng TSC, Bick A, Koster MA, Bay C, Rexrode KM, Smith SE, Weinstein DF. Parenting While in Training: A Comprehensive Needs Assessment of Residents and Fellows. J Grad Med Ed April 2020, Vol. 12, No. 2, pp. 162-167.
Weinstein DF, Choi JG, Mercaldo ND, Stump N, Paras ML, Berube RA, Hur C. Is Resident-Driven Inpatient Care More Expensive? Challenging a long-held assumption. Academic Medicine: January 25, 2021 -Publish Ahead of Print. doi: 10.1097
Magudia K, Campbell SR, Rangell EL, Arleo EK, Jasgi R, Weinstein DF, Ng TSC. Medical Specialty Board Parental, Caregiver, and Medical Leave Policy Updates After 2021 American Board of Medical Specialties Mandate. JAMA. 2021;326(18):1867-1870.
Peer-reviewed Perspective Articles
Weinstein DF. Duty Hours for Resident Physicians—Tough Choices for Teaching Hospitals. N Engl J Med 2002; 347(16):1275-7.
Jagsi R, Tarbell NJ, Weinstein DF. Becoming a Doctor, Starting a Family—Leaves of Absence from Graduate Medical Education. N Engl J Med 2007; 357(19):1889-91.
Keune JD, Brunsvold ME, Hohmann E, Korndorffer JR, Weinstein DF, Smink DS. The Ethics of Conducting Graduate Medical Education Research on Residents. Acad Med 2013; 88(4):449-453.
Asch DA and Weinstein DF. Innovation in Medical Education. N Engl J Med 2014; 371(9):794-5.
Weinstein DF. Feedback in Clinical Education: Untying the Gordian Knot. Acad Med 2015; 90(5):559-61.
Weinstein DF. The Elusive Goal of Accountability in GME. Acad Med 2015; 90(9):1188-90.
Harvey HB, Weinstein DF. Predatory Publishing: An Emerging Threat to the Medical Literature. Acad Med 2017; 92(2):150-1.
Weinstein DF. Optimizing GME by Measuring its Outcomes. New Engl J Med 2017; 377:2007-2009.
Weinstein DF, Saladana F. DACA and the dream of becoming a physician. New Engl J Med 2017; 377:1913-1915.
Weinstein DF, Thibault GE. Illuminating Graduate Medical Education Outcomes in Order to Improve Them. Acad Med 2018; 93(7):975-978.
Weinstein D, Mangurian C, Jagsi R. Parenting during residency--Practical policy solutions to promote change. New Eng J Med 2019; 381(11):995-997.
Goldhamer ME, Pusic MV, Co JPT, Weinstein DF. Can Covid Catalyze an Educational Transformation? Competency-Based Advancement in a Crisis. New Eng J Med 2020; 383:1003-5.
Goldhamer MEJ, Martinez-Lage M, Blackshaffer SW, Huang JT, Co JPT, Weinstein DF and Pusic MV. Reimagining the Clinical Competency Committee to Enhance Education and Prepare for Competency-Based Time-Variable Advancement. Journal of General Internal Medicine, 2022; 37:2280–2290.
Weinstein DF. Reengineering GME in a Pandemic–Looking Back, and Forward. N Engl J Med, 2022, 386(2):997-100.