2027 Board Candidates

During my time as Director at Large, the Board navigated discussions and decisions shaped by complex and, at times, competing perspectives. These decisions were particularly complex when they occurred within a highly charged political environment. In one instance, the issue carried both financial and values-based implications, with a clear understanding that the outcome would affect members regardless of the decision. Board discussions reflected diverse viewpoints and competing priorities, underscoring the importance of moving forward in alignment with the association’s mission and values while maintaining stability and preserving relationships in a sensitive context.

I approached this by listening intentionally to ensure I fully understood each perspective, recognizing that sound governance depends on engaging diverse viewpoints. I grounded my approach in the association’s mission and commitment to its members, while clarifying the parameters shaping the decision, including policy considerations, organizational values, and potential financial and reputational impacts. I also remained mindful of how the decision could be interpreted externally and its implications for broader stakeholders.

As discussions progressed, I asked clarifying questions to better define both risks and opportunities, distinguishing between uncertainty and what could be reasonably anticipated. This enabled me to approach the decision as a calculated risk, understanding there was no neutral path and that leadership requires action despite inherent trade-offs. Ultimately, the Board reached a decision that reflected what was believed to be a thoughtful balance between living the association’s values and exercising responsible stewardship, acknowledging that not all members would view the outcome favorably.

This experience reflects my approach to governance and leadership, one grounded in listening, analysis, structure, and intentional decision-making. I believe effective leaders must engage differing perspectives, operate within clear parameters, and make informed, values-based decisions. While this decision involved risk and was not universally supported, it reinforced my belief that effective governance requires intentional dialogue, the courage to take calculated risks, and a willingness to accept negative feedback from valued stakeholders when outcomes are not universally favorable.

My engagement in policy and advocacy at both the state and national levels has evolved through a breadth of professional experiences that have prepared me to serve effectively as PAEA’s President Elect. Early in my career as a physician assistant, I served as an Area Representative for the Florida Academy of Physician Assistants (FAPA), an experience that initiated my formal involvement in professional advocacy. Approximately a decade later, I was selected to serve as a member of the Florida delegation to the AAPA House of Delegates (HOD), affording me a more comprehensive understanding of policy development and the complexities of organizational advocacy.

During my tenure in the HOD, the PA profession was engaged in substantive and, at times, transformative discussions regarding recertification, title change, and optimal team practice. These deliberations not only shaped the trajectory of the profession but also underscored the critical importance of stakeholder engagement, strategic communication, and transparency. A notable observation was that many PAs not directly involved in these discussions were frequently unaware of, or at times resistant to, proposed changes. This reinforced the necessity of clear, proactive communication when advancing significant professional initiatives.

Concurrently, I participated in legislative advocacy initiatives within the state of Florida, including Legislative Days, where direct engagement with policymakers contributed to meaningful advancements in PA practice. These efforts supported the extension of controlled substance prescribing authority to PAs, enacted in 2016. At the national level, I have participated in PAEA Hill Days, engaging with federal legislators to advocate for issues central to PA education. Key priorities included ensuring prescribing access for diabetic shoes, supporting Public Service Loan Forgiveness, and advocating for the reauthorization of National Health Service Corps funding.

In addition to formal advocacy roles, I have engaged in targeted, program-level advocacy as a PA education administrator. In this capacity, I have collaborated closely with external stakeholders to address the persistent challenge of clinical site availability. Through these efforts, I have advanced strategies to sustain and expand high-quality training opportunities for students while strengthening partnerships between academic programs and clinical sites.

If afforded the opportunity to serve as President Elect, I will leverage these cumulative experiences to elevate the voice of PA education, strengthen PAEA’s advocacy initiatives, and cultivate strategic partnerships. I remain committed to advancing policies that support program sustainability, uphold rigorous educational standards, and ensure the continued growth and impact of the PA profession.

Healthcare education must continue to evolve in response to sustained changes in care delivery, emerging technologies, and workforce demands. PAEA plays a critical role in supporting PA programs as they navigate these shifts.

Healthcare delivery has transitioned from independent practices and isolated systems to large, integrated hospital networks and multispecialty groups that emphasize patient-centered, interprofessional care. At the same time, value-based care has become a central priority amid rising healthcare costs. To prepare graduates for this environment, PA programs must more fully integrate interprofessional education, cost awareness, quality and safety principles, and competency-based frameworks. Active learning strategies such as simulation, case-based discussions, and standardized patient encounters can support these efforts. PAEA can assist by expanding programming in curricular design, competency-based assessment, simulation, and in the use of advanced educational technologies.

Technological advancements are also reshaping how patients and providers engage with healthcare and how medicine is practiced. Telehealth, remote monitoring, and digital health platforms have extended care beyond traditional clinical settings. Patients increasingly access their medical information through portals and mobile applications, enabling greater transparency and frequent digital communication with providers. Meanwhile, rapid advancements in artificial intelligence, machine learning, and precision medicine are significantly influencing patient care. Genetics and regenerative medicine are examples in which this influence has been seen impacting diagnosis, treatment, and long-term management. These developments necessitate curricular updates to ensure students gain both foundational knowledge and practical application skills. Addressing gaps in these areas that will impact data driven clinical decision-making is essential to prepare graduates for modern practice. Programs must intentionally train students to use these technologies to deliver safe, high-quality, patient-centered care across both direct and indirect settings.

The ongoing shortage of healthcare providers further complicates this landscape, limiting access to care across many regions. While workforce expansion is necessary, it must be accompanied by efforts to strengthen educational infrastructure; particularly the availability of clinical training sites. Innovative partnerships with healthcare systems, especially in rural and underserved areas, may provide a viable solution. These partnerships could include dedicated training sites, scholarship programs, and pipeline initiatives that align educational experiences with workforce needs, ultimately improving recruitment and retention in high-need areas. In addition, workforce shortages may necessitate an increased emphasis on indirect care roles to help reduce the burden on frontline providers.

Within this context, PAEA plays a vital role in guiding programs through this transformation. This includes offering robust faculty development to ensure educators can effectively convey emerging content and supporting the clinical site recruitment advocacy efforts. Additionally, PAEA can assist in leveraging data to better understand student pathways from recruitment through graduation to help inform targeted strategies to improve recruitment strategies and program effectiveness.

My experience with governance processes spans national board service, institutional shared governance, accreditation leadership, committee leadership, and policy development within PA education and academic medicine. Through these roles, I have developed a strong understanding of the importance of transparency, accountability, accurate documentation, and collaborative decision-making in effective organizational governance.

Currently, as Director at Large on the PAEA Board of Directors, I participate in governance discussions that influence organizational priorities, strategic planning, and policy direction for PA education nationally. This role has strengthened my appreciation for the importance of clear communication, thorough documentation, and maintaining alignment between board actions and organizational mission. I have worked collaboratively with fellow board members and organizational leadership to ensure that discussions, decisions, and strategic initiatives are approached thoughtfully and transparently.

My governance experience also extends significantly into higher education leadership. As an elected Faculty Senator for the University of Washington School of Medicine Department of Family Medicine, I participate in university shared governance processes involving faculty affairs, institutional policy, and strategic planning initiatives. In this role, I regularly review governance materials, contribute to policy discussions, and represent faculty perspectives within complex institutional decision-making structures. This experience has reinforced the importance of accurate communication, procedural integrity, and accountability in governance work.

In my role as Program Director for the University of Washington MEDEX Northwest PA Program, governance and compliance responsibilities are central to my daily leadership. I have overseen accreditation response efforts, strengthened evaluation and assessment systems, and implemented transparent processes that engage faculty and staff in shared accountability for program outcomes. During a period of accreditation-related restructuring, I have led the development of systems to improve documentation practices, data stewardship, compliance tracking, and organizational communication. These efforts have helped ensure accuracy in reporting, transparency in decision-making, and accountability across multiple campuses and stakeholder groups.

Additionally, my editorial leadership experience with the Journal of PA Education strengthened my attention to detail, written communication, and ability to synthesize complex information accurately and professionally. Collectively, these experiences have prepared me to serve effectively in the Secretary role that requires organization, integrity, transparency, and a strong commitment to sound governance practices.

Effective board governance in a national professional organization like PAEA requires leadership that is strategic, transparent, collaborative, and grounded in the organization’s mission, vision, core values, and strategic priorities. I believe governance is most effective when board members understand that they are not only organizational leaders, but also stewards of the profession who are responsible for ensuring the long-term sustainability, relevance, and integrity of the organization and the broader PA education community.

For me, effective governance begins with alignment. Board decisions, policies, and strategic initiatives should consistently reflect PAEA’s mission of advancing excellence in PA education through leadership, scholarship, equity, and inclusion while supporting its vision of serving as the professional home and learning community for PA educators. Effective boards ensure that organizational actions remain connected to core values such as member focus, learning, quality, and equity. These values should not simply exist as aspirational statements, but should actively guide organizational culture, strategic planning, and decision-making processes.

I also believe effective governance requires a balance between strategic vision and operational accountability. Boards must remain future-oriented while also ensuring sound fiduciary oversight, ethical leadership, and organizational transparency. In an evolving healthcare and educational landscape, organizations like PAEA must be proactive rather than reactive. This includes anticipating changes in accreditation, workforce development, healthcare delivery, technology, and higher education, while ensuring that the organization remains responsive to the needs of PA programs, faculty, students, and institutional partners.

Transparency and communication are equally essential. In a national organization representing diverse programs and perspectives, effective governance requires creating space for respectful dialogue, thoughtful debate, and collaborative problem-solving. Strong boards foster environments where differing viewpoints are welcomed and discussed constructively while maintaining focus on shared organizational goals. Effective governance also depends on accurate documentation, procedural integrity, and clear communication to ensure continuity, accountability, and trust across leadership transitions and organizational initiatives.

Additionally, I believe one of the most important responsibilities of a board is supporting organizational stability while simultaneously encouraging innovation and growth. Effective governance is not solely about maintaining existing structures, but about positioning the organization strategically for future success. This includes investing in leadership development, supporting scholarship and advocacy efforts, strengthening member engagement, and ensuring that organizational priorities remain aligned with the evolving needs of the profession.

Ultimately, I view effective board governance as leadership rooted in integrity, stewardship, accountability, and service. In an organization like PAEA, effective governance means helping create a strong, sustainable, and forward-thinking professional community that supports PA educators while advancing the future of PA education nationally.

Healthcare education is undergoing significant transformation in response to evolving workforce demands, advances in technology, and changes in healthcare delivery systems. I believe the future of healthcare education will require programs to prepare clinicians who are not only clinically competent, but also adaptable, collaborative, technologically proficient, and equipped to address increasingly complex patient and population health needs.

Workforce shortages, provider burnout, growing healthcare disparities, and expanding access challenges are reshaping expectations for healthcare professionals and educational programs alike. As care delivery increasingly shifts toward team-based, community-centered, and value-driven models, PA education must continue emphasizing interprofessional collaboration, preventive care, behavioral health integration, public health, and social determinants of health. Additionally, healthcare education must prepare learners to work effectively across diverse clinical settings, including rural, underserved, and technologically enhanced environments.

Technology is also fundamentally changing how healthcare is delivered and how learners are educated. Artificial intelligence, telehealth, simulation, data analytics, and digital health tools are rapidly becoming integrated into clinical practice and healthcare operations. PA programs must thoughtfully incorporate these technologies into curricula while also helping students develop critical thinking, communication skills, ethical reasoning, adaptability, and humanistic approaches to care that technology cannot replace. At the same time, educators themselves must be supported in adapting to evolving instructional methods, educational technologies, and learner expectations.

I believe PAEA plays a critical leadership role in preparing PA programs and educators for this future. As the national organization representing PA education, PAEA should continue serving as both a strategic thought leader and a collaborative resource hub for programs navigating change. This includes supporting faculty development, advancing educational innovation, promoting scholarship and best practices, and facilitating national conversations around workforce trends, accreditation, technology integration, and educational transformation.

Importantly, PAEA must also continue serving as a strong national advocate for PA education and the future healthcare workforce. Recent efforts by PAEA and AAPA to challenge the Department of Education’s ruling excluding PA students from professional degree status demonstrate the critical role national advocacy plays in protecting access to PA education and sustaining the healthcare workforce pathway. The proposed rule threatens to significantly limit federal student loan access for PA students, creating barriers that could ultimately impact workforce capacity and access to care nationwide.

Ultimately, I believe PAEA should help position PA education to be proactive rather than reactive. The organization has an opportunity to help shape the future of healthcare education by supporting programs and educators in preparing graduates who are not only clinically excellent, but also resilient, adaptable, and prepared to lead within an evolving healthcare system.

Servant leadership has been the common thread connecting my professional, volunteer, and community service experiences.

My involvement in faculty development has been particularly meaningful. Through service on PAEA’s Education Programming Steering Committee, I have contributed to the planning, development, implementation, and evaluation of national faculty development programs designed to support PA educators across career stages. As a facilitator for Faculty Skills 101, New Faculty Jumpstart, and Faculty Retreat programs, I have helped educators strengthen teaching strategies, navigate academic roles, and build confidence as faculty leaders; reinforcing the importance of investing in people and creating professional development opportunities that strengthen both individuals and the broader PA education community.

Similarly, my work in admissions, student mentorship, and outreach initiatives has provided a unique perspective on the future of the PA profession. As a long-serving Director of Admissions, I have helped identify, recruit, and support aspiring healthcare professionals while promoting pathways for students from a variety of backgrounds and life experiences. Reinforcing the idea that leadership requires cultivating future leaders, expanding opportunity, and ensuring the profession reflects and effectively serves the communities entrusted to our care.

In my work with community clinics, veterans’ initiatives, disaster response efforts, and programs serving vulnerable populations, I have been reminded that the individuals most affected by organizational decisions are often not present when those decisions are made. These experiences have reinforced the importance of remaining connected to the communities we serve and ensuring their perspectives inform our actions.

Taken together, these experiences have given me the opportunity to engage with individuals across every stage of the professional continuum, from prospective students and early-career faculty to experienced educators, clinicians, organizational leaders, and community stakeholders. This breadth of service has reinforced the importance of understanding diverse perspectives, recognizing emerging needs, and making decisions that balance individual interests with the long-term health of the profession.

These experiences have prepared me to serve as a Director at Large by reinforcing the importance of representation, stewardship, and advocacy. I understand that effective board service requires not only advancing strategic priorities, but also serving as a trusted voice for members, fostering meaningful engagement, and ensuring decisions remain aligned with organizational mission and values. Guided by a servant leadership philosophy, I would bring a collaborative approach to governance, a commitment to thoughtful advocacy, and a dedication to helping PAEA navigate opportunities and challenges facing PA education and the profession.

As an academic coach, educator, and mentor, I have learned that people are more willing to engage in change when they feel heard and understood. For that reason, I believe effective advocacy begins with active listening seeking to understand the experiences, challenges, and goals of those we represent. One of PAEA’s greatest strengths is its ability to transform those insights into meaningful action. Through member engagement, stakeholder collaboration, and evidence-informed decision-making, the organization has consistently developed initiatives that address the needs of educators today while helping shape the future of PA education.

Listening alone, however, is not enough. Effective advocacy requires action, investment, and a willingness to address emerging challenges before they become barriers to success. PAEA demonstrates this through faculty development programs, educational programming, leadership development opportunities, workforce research, and the dissemination of best practices that support educators and programs across the country. Programs such as Faculty Skills 101, New Faculty Jumpstart, and PAEA’s national conferences create opportunities for educators to share experiences, identify challenges, and learn from one another. Likewise, workforce reports, educational research, and national benchmarking data provide valuable insights that inform decisions at both the program and organizational levels.

These initiatives demonstrate that advocacy is not only about addressing immediate challenges or needs; it is also about building capacity for the future. Investments in faculty development, workforce research, educational scholarship, and leadership development may not solve today’s problems overnight, but they create the foundation needed to sustain and advance PA education over time. Similar lessons emerged through my work with federally funded workforce development programs, where investments in behavioral health training, interprofessional education, and workforce readiness were designed to address both current shortages and future healthcare needs.

This same principle applies to board governance. The Board must remain responsive to the concerns members face today, including faculty recruitment and retention, clinical education capacity, learner support, and accreditation demands. At the same time, it must consider issues that will shape the profession for years to come, such as workforce trends, technological advances, emerging models of healthcare delivery, and the future preparation of PA educators and clinicians. I do not view these responsibilities as competing priorities. Instead, they should inform one another: member concerns help identify urgent needs, while data and environmental trends help determine how the organization can respond in ways that are sustainable and future-focused.

As a Director at Large, I would approach advocacy by listening carefully, asking thoughtful questions, and helping translate member perspectives into evidence-informed decisions. Guided by servant leadership, I would work to ensure diverse voices are heard while supporting actions that strengthen PA education and position the profession for continued growth and success.

As workforce shortages persist and patient populations become increasingly complex, educational programs must prepare graduates who are adaptable, collaborative, and ready to practice in a variety of clinical environments. At the same time, advances in technology, artificial intelligence, telehealth, and data analytics are transforming how healthcare is delivered and how learners access information. These changes require educators to move beyond simply transmitting knowledge and focus on developing critical thinking, clinical reasoning, adaptability, and lifelong learning skills.

Equally important is the continued shift toward team-based, patient-centered care. Future healthcare professionals must be prepared to work across disciplines, leverage technology effectively, and address population health needs in diverse communities. Throughout my professional and academic career, I have seen the value of preparing learners for these realities through interprofessional education, workforce development initiatives, behavioral health integration, and community-based clinical experiences that connect education to the evolving needs of patients and healthcare systems.

PAEA has already demonstrated leadership in helping programs navigate change by combining data-driven insights with opportunities for collaboration and professional growth. Workforce reports, national surveys, benchmarking data, and educational research provide valuable information to guide programmatic and strategic decision-making. At the same time, conferences, specialty groups, leadership initiatives, and professional networking opportunities create spaces for educators to share innovations, discuss emerging challenges, and learn from one another. Together, these efforts strengthen individual programs while advancing the collective knowledge and effectiveness of the PA education community.

Looking ahead, I believe PAEA has an opportunity to further expand its leadership in several areas. First, continuing to support faculty development related to artificial intelligence, emerging technologies, and innovative instructional methods will help educators adapt to a rapidly changing learning environment. Second, strengthening resources related to workforce readiness, clinical education capacity, and faculty recruitment and retention can help programs address persistent challenges affecting the profession. PAEA can also continue serving as a national convener by bringing together educators, employers, healthcare leaders, accrediting bodies, and professional organizations to identify emerging workforce needs and develop proactive solutions.

Another important consideration is the future educator workforce. As PA programs continue to grow and experienced faculty members transition into retirement or leadership roles, developing and retaining the next generation of educators will be essential. PAEA has demonstrated leadership through faculty development programs, leadership initiatives, mentorship opportunities, and resources that support educator success across career stages. Continued investment in faculty well-being, leadership development, and academic career pathways will help ensure programs have the talent and expertise needed to meet future educational demands.

As a Director at Large, I would bring an appreciation for both the challenges programs face today and the opportunities that lie ahead. My experiences in workforce development, faculty development, interprofessional education, and healthcare leadership have reinforced the importance of listening to diverse perspectives while remaining attentive to emerging trends that will shape the future of healthcare and education. I would welcome the opportunity to contribute to thoughtful discussions that support educators, strengthen PA programs, and advance the profession for future generations.

Throughout my career, I have served in multiple leadership and volunteer roles that span academic medicine, physician assistant education, and professional organizations, all of which have prepared me for effective service on a Board of Directors. Most notably, as Chair of the Division of Physician Assistant Education and Sciences and former Chief of the Division of Physician Assistant Studies, I have led complex academic and clinical enterprises through periods of growth, transition, and strategic realignment. These roles required balancing competing priorities across education, clinical service, and research while ensuring accountability to institutional goals and national accreditation standards.

My leadership experience extends beyond my division to enterprise-level governance. Service as a clinic medical director at South Main Clinic, on the University Hospital Medical Board, University of Utah Medical Group Board, School of Medicine Executive Committee, and the Executive Vice President’s Clinical Strategy Group has provided direct experience with governance structures, fiduciary responsibility, and system-level decision-making. In these roles, I have contributed to discussions on financial performance, workforce sustainability, clinical strategy, and organizational risk, experiences that have sharpened my ability to think holistically and strategically in complex environments.

In addition, my involvement in professional organizations, including serving as Treasurer and Executive Board Member for the Utah Academy of Physician Assistants, has strengthened my understanding of advocacy, stakeholder engagement, and the importance of representing the profession at the state and national levels. These experiences reinforced the critical role that professional organizations play in shaping policy, advancing education, and supporting workforce development.

Through these leadership roles, I have learned several key lessons that guide my approach to governance and advocacy. First, effective leadership requires transparency, clear communication, and engagement of diverse perspectives to build trust and achieve sustainable outcomes. Second, data-informed decision-making is essential to balancing innovation with accountability. Finally, meaningful change requires both strategic vision and disciplined execution, particularly in times of uncertainty or growth.

These experiences have prepared me to contribute to board service with a systems-oriented perspective, strong governance skills, and a commitment to advancing the PA profession through thoughtful strategy, collaboration, and advocacy at local, state, and national levels.

For PAEA, effective advocacy means elevating the voice of PA education in national conversations about workforce development, health care access, and interprofessional care. This includes promoting policies that support educational quality, faculty sustainability, and equitable access to training pathways, while also advancing the role of PAs in addressing health system needs. It requires building strong relationships with accrediting bodies, policymakers, and partner organizations, and leveraging data to demonstrate the value and impact of PA education.

At the same time, advocacy must remain responsive to members. Faculty and program leaders are navigating workforce shortages, burnout, regulatory changes, and increasing educational demands. The Board has a responsibility to listen, engage transparently, and ensure that advocacy priorities reflect the lived realities of its members. Mechanisms such as member feedback, committees, and representative governance structures are essential to maintaining this alignment.

Balancing responsiveness with forward looking leadership is a critical governance function. If the Board is only reactive, it risks reinforcing the status quo and missing opportunities to lead. Conversely, if it is overly directive without member engagement, it risks losing trust and relevance. Effective boards bridge this tension by grounding decisions in data, mission, and strategic vision, while clearly communicating the rationale for positions, even when they extend beyond current member consensus.

This balance is especially important as the PA profession continues to evolve. PAEA has an opportunity to not only support current educational programs, but also to help define the future of the profession, preparing PAs to serve as leaders in clinical care, education, and health policy. Thoughtful advocacy, therefore, requires both listening and leading: honoring the needs of today’s members while shaping a vision that advances the profession at the local, state, and national levels.

Healthcare education is rapidly evolving in response to workforce shortages, advancing technology, and shifts in care delivery toward team based, value driven models. These forces are accelerating the need for educational models that are more flexible, integrated, and responsive to real world health system demands.

First, workforce needs are driving a greater emphasis on scalability, efficiency, and alignment with population health priorities and market and payor demands. Programs must prepare clinicians to practice in underserved and rural settings, manage chronic disease, and function effectively within interprofessional teams. This requires curricula that are competency based, adaptable, and closely aligned with evolving clinical roles. Not to mention the need to prepare learners to be more independent than they have been in the past upon graduation with changes in state practice act laws, OTP and independent practice authority.

Second, technology is transforming both how care is delivered and how learners are trained. Telehealth, digital health tools, simulation, and data driven decision making are becoming foundational competencies. Educational programs must integrate these tools not only as content but as teaching modalities, preparing graduates to practice in increasingly virtual and technology enabled environments. As PA educators we much find a way to thread the needle, to teach students how to make complex medical decisions, integrate technology without losing the art of medicine or an overreliance on technology.

Third, changes in care delivery, including team based care, integrated behavioral health, and value based systems, require clinicians who are collaborative, systems oriented, and capable of leadership. This shifts the focus of education beyond clinical knowledge to include leadership development, quality improvement, and health systems science.  In addition, our learners are changing and entering PA programs with a lack of professional identity. We must find a way to bridge that gap and help PA student understand what professionalism means.

In this context, PAEA plays a critical leadership role. It should serve as a national convener and strategist, helping programs anticipate change rather than react to it. This includes developing frameworks for competency based education, advancing faculty development to support new teaching and practice models, and promoting innovation in curriculum design and delivery.

Equally important, PAEA should advocate for policies and resources that support faculty development, faculty sustainability, and equitable access to PA education. By leveraging data, fostering collaboration across programs, and engaging with health system and policy leaders, PAEA can help ensure that PA education remains aligned with national workforce needs.

Ultimately, PAEA’s role is both supportive and visionary, equipping programs and educators with the tools to adapt while also shaping the future of the profession.

My preparation for board service has been shaped by sustained experience navigating complex academic and professional environments where multiple stakeholders including students, faculty, institutional leadership, and professional organizations, must be aligned toward shared goals. In parallel, my PhD training in Leadership has provided a structured framework for understanding governance, organizational systems, and decision-making in ways that are both strategic and accountable.

In my service with the New York State Society of Physician Assistants (NYSSPA), particularly as Chair of the Student Affairs Committee and as Co-Chair of several statewide CME conferences, I worked at the intersection of diverse stakeholder priorities. In these positions, I worked collaboratively to design programming that addressed evolving educational and workforce needs, while also mentoring emerging professionals. These experiences strengthened my ability to listen to diverse perspectives, build consensus, and translate strategic goals into actionable initiatives. I learned to approach decisions with transparency and intentional communication, recognizing that effective governance depends on building trust and maintaining clarity across constituencies.

Additionally, my involvement with the Physician Assistant Education Association (PAEA) as a proposal reviewer, conference attendee, and recently retreat co-facilitator has broadened my exposure to national-level decision-making and collaboration. These experiences highlight the importance of thoughtful evaluation, inclusive dialogue, and continuous improvement when shaping initiatives that impact diverse programs and communities.

My academic leadership roles have further reinforced these skills. As Associate Program Director at Weill Cornell Medicine, and previously as Assistant Chair at Hofstra University, I regularly engage in governance at the program level, contributing to strategic planning, policy development, and admissions decisions. Leading admissions has been particularly formative, as it requires balancing institutional goals, accreditation standards, and a commitment to equity and access. This work has strengthened my ability to evaluate complex information, incorporate multiple perspectives, and make decisions that are both data-informed and aligned with organizational mission.

Through these experiences, I have learned several key lessons that guide my approach to governance and advocacy. First, effective leadership requires intentional communication and transparency to build trust among stakeholders. Second, advocacy must be rooted in both evidence and empathy, ensuring that decisions reflect not only data but also the lived experiences of those we serve. Finally, strong governance depends on adaptability; healthcare and education are rapidly evolving, and leaders must be proactive in anticipating change while remaining grounded in core values.

Effective governance within PAEA requires the ability to navigate competing priorities while remaining grounded in a shared mission: advancing the PA profession in ways that ultimately improve patient care. As a collective body, the Board of Directors must balance the diverse needs of its constituents, educators, students, academic institutions, and healthcare systems, while also anticipating how today’s decisions will shape the future workforce and the communities it serves.

Across PA education, tensions frequently arise between financial sustainability, access to education, workforce demands, and evolving accreditation and curricular expectations. The role of the Board is not to eliminate these competing needs, but to engage them thoughtfully, ensuring that policy decisions reflect both the realities of PA education and the broader responsibility to the public. This requires ongoing, transparent engagement with stakeholders and a commitment to representing a wide range of institutional and geographic perspectives.

A clear example of where governance and advocacy intersect is the growing concern around student loan borrowing caps and financial aid limitations. As the cost of graduate medical education rises, restrictions on borrowing disproportionately affect students from underrepresented or economically disadvantaged backgrounds. If unaddressed, this has the potential to narrow the diversity of the PA pipeline and influence specialty choice, as graduates may feel pressured to pursue higher-paying roles over primary care or underserved practice settings. From a governance standpoint, this issue underscores the importance of PAEA’s role not only as an educational body but as an advocate for the profession and its future patients. The Board is uniquely positioned to elevate this concern, engage with policymakers, and collaborate with national organizations to advocate for funding structures that support equitable access to PA education. At the same time, it can work with programs to share best practices, promote scholarship opportunities, and explore innovative models that mitigate financial barriers.

Importantly, the downstream impact of these decisions extends beyond the classroom. Workforce composition directly influences patient access to care, particularly in rural and underserved communities. If financial constraints limit who can enter the profession, or where graduates feel able to practice based on potential compensation, patient care gaps will widen. In this way, governance decisions related to education financing are, in effect, decisions about public health.

For the Board, remaining responsive means maintaining close alignment with its membership while also looking beyond immediate pressures to consider long-term societal impact. This includes using data to inform decisions, fostering inclusive dialogue, and ensuring that advocacy efforts reflect both member needs and the profession’s responsibility to patients.

Ultimately, effective governance requires a disciplined focus on mission. By thoughtfully balancing competing priorities and advocating for policies that sustain a diverse, well-prepared workforce, the PAEA Board can help ensure that the evolution of PA education remains closely tied to its core purpose: improving the quality, accessibility, and equity of patient care.

Healthcare education is entering a period of rapid transformation driven by evolving workforce needs, advances in technology, and shifts in how care is delivered. PA education, in particular, must adapt to prepare graduates who are not only clinically competent, but also agile, technologically fluent, and responsive to increasingly complex patient and system demands.

Technology will continue to be a major force shaping this evolution. Training in artificial intelligence (AI), including decision-support tools and predictive analytics, will become essential so that graduates can safely and effectively integrate these tools into clinical reasoning without over-reliance. Similarly, telehealth is no longer an adjunct but a core modality of care delivery. PA programs must ensure students are competent in virtual communication, remote assessment, and maintaining patient relationships in digital environments. Exposure to emerging areas such as robotic-assisted procedures and expanded use of point-of-care ultrasound (POCUS) will also be critical, as these technologies are increasingly embedded across specialties and care settings. POCUS, in particular, has the potential to become a routine component of the diagnostic exam, much like the stethoscope is today.

Equally important are the evolving needs of learners themselves. Many programs continue to see the lasting impact of COVID-19, including gaps in foundational knowledge, clinical preparedness, and resilience. In parallel, there has been a rise in requests for student accommodations and support services, reflecting both greater awareness and increasingly diverse learner needs. PA education must respond with flexible, inclusive models that uphold standards while supporting student success. This includes integrating academic support, wellness initiatives, and adaptive teaching strategies.

Recruitment also remains a critical challenge and opportunity. Strengthening pathways for students from underrepresented and economically disadvantaged backgrounds is essential to building a workforce that reflects the populations it serves. Without intentional efforts, financial barriers, such as rising tuition and loan caps, risk narrowing the pipeline and exacerbating disparities in care access.

In this context, PAEA plays a pivotal role as both a convener and an advocate. The organization is uniquely positioned to support programs by developing forward-looking educational frameworks, promoting faculty development in emerging technologies, and creating shared resources that address gaps in areas such as AI literacy, telehealth, and POCUS integration. PAEA can also facilitate dialogue across programs to identify best practices in supporting diverse learners, addressing COVID-related educational deficits, and implementing accommodations without compromising rigor.

At a broader level, PAEA should continue to serve as a strong national voice, advocating for policies that support equitable access to PA education and align workforce development with patient and community needs. By remaining responsive to its membership and grounded in its mission, PAEA can help ensure that PA education evolves in a way that is innovative, inclusive, and ultimately centered on improving patient care.