Tell us a little about your background, where you’re from, and what led you to CNUCOM.

I grew up in the Midwest. Born in Muscatine, Iowa, and raised in Indianapolis and Columbus, Ohio, I never dreamed I'd one day be living in California. My roots are relatively humble. Neither of my grandfathers completed a high school education. My parents were proud first-generation college graduates, and my sisters (I have two younger) both completed master’s degrees. I graduated from The Ohio State University with a Zoology degree and got my doctorate at Medical College of Ohio/University of Toledo COM. After residency, I matched into the Cardiology fellowship at California Pacific Medical Center in San Francisco, which is how I ended up on the West Coast. Ultimately, I ran the Advanced Heart Failure and Transplant Program for Northern California Kaiser Permanente out of San Jose and Santa Clara. My circuitous path to CNUCOM started with KP connections throughout Northern California. One of the passionate hospitalists in Sacramento enjoyed my lecture style so much that she implored me to consider joining the CNU faculty and wrote a letter to the school encouraging them to hire me. I am beyond happy that they did. Teaching at CNUCOM is more rewarding than I ever expected.

What first sparked your interest in medicine and how did that lead you to specialize in your current field?

Not having grown up with any close family members in healthcare, I really had no idea what a career in medicine looked like. My only role models were from TV dramas. I recall in high school being drawn to service professions — paramedic, firefighter, teacher — and counselors telling me I should become a doctor. So, I started down the 'premed' path thinking I would do this until something better came along. Nothing better sparked my interest, and I began to think 'doctor' was potentially attainable. Even in my first two years of medical school, the experience seemed intellectually stimulating but somehow disconnected from any understanding of the physician I would become. In my third year, however, it clicked. In my clinical rotations, I suddenly saw what I wanted to do for the rest of my life. It was such a relief to know I was on the correct path. From there to 'Transplant Cardiologist' took several more twists and turns. I was drawn to Cardiology because it is a field with tangible, immediate impact, and Transplant Medicine allowed for the longitudinal care I also enjoy. Ultimately, this field has allowed me to be a specialist (in heart failure and immunosuppression management) and a generalist (taking care of the whole psychosocial and medical needs of the transplant recipient) at the same time. I love that balance.

What advice would you offer to students beginning medical school or currently in training?

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I love to teach, and I love to learn. The practice of medicine gives me ample opportunities for both. And I love to solve puzzles. At the end of each day, I look back with gratitude for the meaningful moments. I usually find them in the 'aha' of solving a diagnostic problem, the 'thanks' from a patient who feels heard, or the 'wow' from the student whose light bulb just clicked on a topic.

Outside of medicine, what hobbies or interests help you unwind and stay balanced?

Puzzles! I start every day with Wordle and Spelling Bee. Several days each week, I do the New York Times crossword puzzle on the treadmill. In the evenings, I wind down by doing cross-stitch and watching rom-coms with my husband.

Is there a particular quote, philosophy, or mindset that guides you in your work or life?

My heart swells with the plethora of stories I carry from interactions with patients and students. Most are accompanied by a proud smile and a warm sense of accomplishment. Others are reminders of the painful scars of mistakes and missed opportunities. Others still bring sadness and a tear. They all make up a wonderful patchwork of stories that narrate my life and career. My advice: don’t just dwell on the painful stories, and don’t rob yourself of life’s lessons by focusing only on the ‘wins.’

In what ways has your role as a physician and educator changed and developed over the course of your career?

As an educator, I have taught at all levels of the professional gamut. Most of my latter career with KP was spent teaching PGY-7 transplant cardiology fellows. Returning full circle to teaching M1 and M2 students has been great fun.

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What are some challenges you’ve faced in your medical career or academic role, and how did you overcome them?

I was not always the confident person you see today. I struggled for years with imposter syndrome, driven in part by overt sexism and mostly by my own fear of making a mistake. I was blessed to find great mentors who helped me see my own potential. Over time, I learned to embrace imperfection and use "humanness" as an advantage.

Lastly, what do you find most rewarding about being part of the CNUCOM community

Two things: The culture of kindness and support is palpable, and the curriculum, which places a focus squarely on developing clinical skills from the very beginning, is aligned with my dream of developing the next generation of compassionate, caring physicians.