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HomeWebinarsFrom early identification to intentional support: A structured approach to supporting struggling residents

From early identification to intentional support: A structured approach to supporting struggling residents

Learn how residency programs can identify struggling residents earlier and implement structured, competency-based approaches to support their development over time. Drawing on Dr. Nikki Binz’s experience as a residency program director and her recognition as an ACGME award-winning educator, this session offers practical strategies for navigating high-stakes remediation decisions with consistency, even when time and resources are limited.

May 11, 2026

live

60 minutes

Nikki Binz, MD
Nikki Binz, MD

Associate Professor, Associate Designated Institutional Officer, UNC Hospitals Office of Graduate Medical Education

Ben Muller, MD
Ben Muller, MD

Chief Content Officer

Note: This webinar requires Zoom authentication. Please register with the email address tied to your Zoom account to ensure you can join without issues.

Webinar overview

Every residency program encounters residents who struggle in fast-paced, high-stakes clinical environments where time is limited and decisions carry real consequences. Performance gaps can occur anywhere: in clinical reasoning, in communication, and across core competencies. It is a real challenge for educators to identify struggling learners early, understand the underlying drivers, and respond consistently.

In this practical, case-based session, Nikki Binz, MD, Associate Designated Institutional Officer for UNC Hospitals Office of Graduate Medical Education and former Emergency Medicine Residency Program Director for 10 years, will draw on her experience leading remediation efforts in residency training. Dr. Binz is a nationally recognized leader in graduate medical education and recipient of the ACGME Parker J. Palmer “Courage to Teach” Award.

The discussion will also outline how structured remediation processes, from early improvement efforts to more formal actions, can be implemented consistently while allowing flexibility for each resident’s needs.

Designed for program directors, coordinators, and GME leaders, this session offers a structured approach to supporting residents earlier and more consistently across training.

What you'll learn

Identify and define early performance concerns across clinical reasoning, ACGME competencies, and communication skills using competency-based frameworks

Design individualized learning or remediation plans that translate feedback into targeted skill development

Apply structured, longitudinal approaches to guide remediation decisions and support resident development and over time

Register now

Meet your expert speakers

Nikki Binz, MD
Nikki Binz, MD
Associate Professor, Associate Designated Institutional Officer, UNC Hospitals Office of Graduate Medical Education

Dr. Nikki Binz is an Associate Professor of Emergency Medicine at the UNC School of Medicine and serves as Associate Designated Institutional Officer for UNC Hospitals Office of Graduate Medical Education, where she focuses on faculty development. She is also Vice Chair for Education and Academic Affairs and previously served as Emergency Medicine Residency Program Director from 2015–2025. Dr. Binz has extensive experience leading resident remediation and supporting learner development across training. She is a recipient of the 2026 ACGME Parker J. Palmer “Courage to Teach” Award, recognizing excellence and innovation in residency education. She also holds a UNC Medical Alumni Distinguished Teaching Professorship for her sustained leadership in medical education.

Ben Muller, MD
Ben Muller, MD
Chief Content Officer

Ben Muller, MD is the Chief Content Officer at Sketchy, overseeing content development across Sketchy's core learning platform and DDx by Sketchy. A Columbia-trained physician, Ben has spent over six years translating complex medical concepts into engaging, evidence-informed learning experiences — leading a multidisciplinary team of physicians, educators, and creatives dedicated to making medical education built for modern clinical practice.

Dr. Sarah Mitchell, MD, FACP
Professor of Internal Medicine, Johns Hopkins University School of Medicine

Dr. Mitchell is a nationally recognized expert in clinical reasoning and diagnostic error prevention. She serves as Director of Clinical Skills Education at Johns Hopkins and has published extensively on cognitive bias mitigation and diagnostic safety. Her research focuses on improving diagnostic accuracy through structured reasoning frameworks and simulation-based training.

Dr. Raj Kumar, MD, MPH
Associate Dean for Clinical Education, Stanford University School of Medicine

Dr. Kumar leads Stanford's clinical reasoning curriculum and oversees assessment innovation across all clinical clerkships. He is a pioneer in integrating AI-enhanced simulation into medical education and has received multiple teaching awards for his work developing competency-based assessment frameworks. His expertise spans internal medicine, medical education, and healthcare quality improvement.

Dr. Sarah Mitchell, MD, FACP
Professor of Internal Medicine, Johns Hopkins University School of Medicine

Dr. Mitchell is a nationally recognized expert in clinical reasoning and diagnostic error prevention. She serves as Director of Clinical Skills Education at Johns Hopkins and has published extensively on cognitive bias mitigation and diagnostic safety. Her research focuses on improving diagnostic accuracy through structured reasoning frameworks and simulation-based training.

Secure your spot today

Join us for this interactive webinar and gain practical strategies to elevate diagnostic reasoning in your practice or teaching

Note: This webinar requires Zoom authentication. Please register with the email address tied to your Zoom account to ensure you can join without issues.