About

Dr. John Y. Choe is an Associate Professor of Industrial & Systems Engineering at the University of Washington, Seattle. He is the Director of the Disaster Data Science Lab and the Deputy Director of the Center for Disaster Resilient Communities. His research focuses on advancing data science for disaster management. Dr. Choe received his Ph.D. in Industrial & Operations Engineering with a concentration in Quality Engineering & Applied Statistics, and an M.A. in Statistics from the University of Michigan, Ann Arbor. He also holds bachelor’s degrees in Physics and Management Science from KAIST in Korea. His teaching includes courses such as Probability and Statistics for Engineers, Design of Experiments, Statistical Quality Engineering, Engineering Simulation, and Deep Learning for Engineers.

Research topics

• Medicine
• Medical education
• Psychology
• Political Science
• Pedagogy
• Family medicine
• Internal medicine
• Law
• Public relations
• Gerontology
• History
• Nursing
• Business
• Classics

Selected publications

• How to Use Entrustable Professional Activities to Evaluate and Teach Physician Trainees

  2026-01-01

  book-chapterSenior author
  PublisherDOI

• AAIM recommendations for post-core clerkship clinical rotations to prepare for residency in internal medicine

  The American Journal of Medicine · 2025-09-21

  article
  PublisherDOI

• How Closely Does Internal Medicine Residency Program Director Protected Time Align with the Expected Amount?

  The American Journal of Medicine · 2025-03-01

  articleOpen access
  PublisherOA PDFDOI

• Initial Analysis of Internal Medicine Intern UME to GME Individualized Learning Plan Content

  Journal of General Internal Medicine · 2025-01-02 · 1 citations

  letter
  PublisherDOI

• Critical Care Exposure and Preparedness Among Internal Medicine Residents: Results from the American College of Physicians In-Training Exam Survey

  The American Journal of Medicine · 2024-08-27 · 1 citations

  articleOpen access
  PublisherOA PDFDOI

• Evaluation of an Individualized Learning Plan Template for the Transition to Residency

  Journal of Graduate Medical Education · 2023-10-01 · 8 citations

  articleOpen accessSenior author

  Background Specialty-specific individualized learning plans (ILPs) have been promoted to improve the undergraduate to graduate medical education transition, yet few pilots have been described. Objective To create and report on the feasibility and acceptability of a pilot internal medicine (IM) ILP template. Methods The ILP was created by a group of diverse IM expert stakeholders and contained questions to stimulate self-reflection and collect self-reported readiness data from incoming interns. US IM residency programs were invited to pilot the ILP with interns in spring 2022. Data was used at the programs’ discretion. The pilot was evaluated by a post-pilot survey of programs to elicit perceptions of the impact and value of the ILP and analyze anonymous ILP data from 3 institutions. Results Fifty-two IM residency programs agreed to participate with a survey response rate of 87% (45 of 52). Of responding programs, 89% (40 of 45) collected ILPs, thus we report on data from these 40 programs. A total of 995 interns enrolled with 782 completing ILPs (79%). One hundred eleven ILPs were analyzed (14%). Most programs found the ILP valuable to understand incoming interns’ competencies (26 of 40, 65%) and areas for improvement (24 of 40, 60%) and thought it should continue (29 of 40, 73%). Programs estimated the ILP took interns 29.2±14.9 minutes and 21.6±10.3 minutes for faculty mentors to complete. The most common barrier was faculty mentor participation. Conclusions An ILP based on interns’ self-reported data was feasible and valuable to IM residency programs in understanding interns’ competencies and areas for improvement.

  PublisherOA PDFDOI

• Exploring Competency-Based Medical Education Through the Lens of the UME–GME Transition: A Qualitative Study

  Academic Medicine · 2023-09-12 · 11 citations

  articleOpen accessSenior author

  PURPOSE: Competency-based medical education (CBME) represents a shift to a paradigm with shared definitions, explicit outcomes, and assessments of competence. The groundwork has been laid to ensure all learners achieve the desired outcomes along the medical education continuum using the principles of CBME. However, this continuum spans the major transition from undergraduate medical education (UME) to graduate medical education (GME) that is also evolving. This study explores the experiences of medical educators working to use CBME assessments in the context of the UME-GME transition and their perspectives on the existing challenges. METHOD: This study used a constructivist-oriented qualitative methodology. In-depth, semistructured interviews of UME and GME leaders in CBME were performed between February 2019 and January 2020 via Zoom. When possible, each interviewee was interviewed by 2 team members, one with UME and one with GME experience, which allowed follow-up questions to be pursued that reflected the perspectives of both UME and GME educators more fully. A multistep iterative process of thematic analysis was used to analyze the transcripts and identify patterns across interviews. RESULTS: The 9 interviewees represented a broad swath of UME and GME leadership positions, though most had an internal medicine training background. Analysis identified 4 overarching themes: mistrust (a trust chasm exists between UME and GME); misaligned goals (the residency selection process is antithetical to CBME); inadequate communication (communication regarding competence is infrequent, often unidirectional, and lacks a shared language); and inflexible timeframes (current training timeframes do not account for individual learners' competency trajectories). CONCLUSIONS: Despite the mutual desire and commitment to move to CBME across the continuum, mistrust, misaligned goals, inadequate communication, and inflexible timeframes confound such efforts of individual schools and programs. If current efforts to improve the UME-GME transition address the themes identified, educators may be more successful implementing CBME along the continuum.

  PublisherDOI

• Rethinking the Internal Medicine Residency Application Process to Prioritize the Public Good: A Consensus Statement of the Alliance for Academic Internal Medicine

  The American Journal of Medicine · 2023-11-30 · 4 citations

  articleOpen access
  PublisherOA PDFDOI

• AAIM Recommendations for Undergraduate Medical Education to Graduate Medical Education Transition Curricula in Internal Medicine

  The American Journal of Medicine · 2023 · 13 citations

  • Medicine
  • Medical education
  • Pedagogy
  PublisherOA PDFDOI

• Reading—and Reconnecting—Between the Lines

  Journal of General Internal Medicine · 2021-08-03

  articleOpen access
  PublisherOA PDFDOI

Frequent coauthors

• Victoria M. Taylor

  University of Warwick

  17 shared

• Vicky Taylor

  13 shared

• Elizabeth Acorda

  Fred Hutch Cancer Center

  9 shared

• J. Carey Jackson

  University of Washington

  8 shared

• Yutaka Yasui

  Hokkaido University

  8 shared

• Nancy J. Burke

  University of California, Merced

  7 shared

• H. Hoai

  7 shared

• Lindee M. Strizich

  University of Washington

  6 shared