Benjamin Kinnear.

Benjamin R. Kinnear, MD, MEd

  • Attending Physician, Division of Hospital Medicine
  • Associate Professor, UC Department of Pediatrics



I am an Internal Medicine-Pediatrics (Med-Peds) hospitalist, which means that I care for both children and adults when they are hospitalized. I became a physician because we spend much of our adult lives in our professional roles, and I wanted to spend my time serving others. Med-Peds allows me to care for patients of all ages, and Hospital Medicine provides the opportunity to help people when they are acutely ill and in need. I am humbled to have the opportunity to serve both adults and children in the Cincinnati area, and always do my best to earn the trust given by my patients.

My central academic and administrative roles are in Medical Education, or the systems we use to train future healthcare professionals. My interest in education began as a medical resident and grew during my chief resident year. I currently serve as an Associate Program Director for both the Med-Peds and Internal Medicine residency programs, helping to lead education initiatives such as our Medical Education Pathway, quality improvement training and competency-based assessment programs. I have furthered my education training through a Master of Medical Education (completed in 2018) and a year-long education research fellowship called the Education Research Scholars Program. I am just now beginning a PhD in Health Professions Education program through Maastricht University. I have been extremely lucky to be part of an incredibly innovative and collaborative education team here in Cincinnati.

My research interests include learner assessment, time-variable education, competency-based medical education and entrustment. My colleagues and I attempt to answer questions such as: 1) When are medical trainees ready to deliver safe and high-quality care with less supervision? and 2) When are they ready to graduate? Measuring competence and determining readiness for unsupervised practice is complicated, and we hope to better understand the optimal ways to do both.

I have a clinical interest in using the point-of-care ultrasound (POCUS) for the care of pediatric and adult hospitalized patients. I teach at multiple local and regional POCUS training conferences and believe this is a technology that can improve the care of hospitalized patients.

I received multiple teaching awards, including the Junior Faculty Education Achievement Award from Cincinnati Children’s Hospital Medical Center (2020), which is given to a junior faculty member every year based on their educational achievements, and the Pediatric Faculty Teacher of the Year Award (2020), given to one faculty member by graduating Pediatric residents. In 2020, I was chosen for the Macy Faculty Scholars Program, a grant-funded opportunity to lead an educational innovation. I will be leading efforts to pilot time-variable training in our Internal Medicine residency program.


Warnings in early narrative assessment that might predict performance in residency: signal from an internal medicine residency program. Kelleher, M; Kinnear, B; Sall, DR; Weber, DE; DeCoursey, B; Nelson, J; Klein, M; Warm, EJ; Schumacher, DJ. Perspectives on Medical Education. 2021; 10:334-340.

A Dynamic Risk Management Approach for Reducing Harm From Invasive Bedside Procedures Performed During Residency. Warm, EJ; Ahmad, Y; Kinnear, B; Kelleher, M; Sall, D; Wells, A; Barach, P. Academic Medicine. 2021; 96:1268-1275.

Assessing trainee performance: ensuring learner control, supporting development, and maximizing assessment moments. Schumacher, DJ; Teunissen, PW; Kinnear, B; Driessen, EW. European Journal of Pediatrics. 2021.

If we could turn back time: Imagining time-variable, competency-based medical education in the context of COVID-19. Caretta-Weyer, HA; Chan, T; Bigham, BL; Kinnear, B; Huwendiek, S; Schumacher, DJ. Medical Teacher. 2021; 43:774-779.

On the validity of summative entrustment decisions. Touchie, C; Kinnear, B; Schumacher, D; Caretta-Weyer, H; Hamstra, SJ; Hart, D; Gruppen, L; Ross, S; Warm, E; ten Cate, O. Medical Teacher. 2021; 43:780-787.

Competency-based time-variable training internationally: Ensuring practical next steps in the wake of the COVID-19 pandemic. Schumacher, DJ; Caretta-Weyer, H; Busari, J; Carraccio, C; Damodaran, A; Gruppen, LD; Hall, AK; Kinnear, B; Warm, E; Ten Cate, O. Medical Teacher. 2021; 43:810-816.

Outcomes of competency-based medical education: A taxonomy for shared language. Hall, AK; Schumacher, DJ; Thoma, B; Caretta-Weyer, H; Kinnear, B; Gruppen, L; Cooke, LJ; Frank, JR; Van Melle, E. Medical Teacher. 2021; 43:788-793.

Capturing outcomes of competency-based medical education: The call and the challenge. Van Melle, E; Hall, AK; Schumacher, DJ; Kinnear, B; Gruppen, L; Thoma, B; Caretta-Weyer, H; Cooke, LJ; Frank, JR. Medical Teacher. 2021; 43:794-800.

Constructing a Validity Map for a Workplace-Based Assessment System: Cross-Walking Messick and Kane. Kinnear, B; Kelleher, M; May, B; Sall, D; Schauer, DP; Schumacher, DJ; Warm, EJ. Academic Medicine. 2021; 96:S64-S69.

Entrustment Unpacked: Aligning Purposes, Stakes, and Processes to Enhance Learner Assessment. Kinnear, B; Warm, EJ; Caretta-Weyer, H; Holmboe, ES; Turner, DA; van der Vleuten, C; Schumacher, DJ. Academic Medicine. 2021; 96:S56-S63.

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