Scary beginnings. Apprehension. The unknown.
Slowly but surely, I began making steady progress toward my goal. Time management became an emotional strain, but through it, I learned how to truly prioritize my tasks. What once felt like overwhelming anxiety gradually transformed into a manageable, everyday challenge, and that’s where I am now.
My family, friends, faculty, and fellows—the 4F’s—became my foundation and support system along the way.
When everything finally clicked into place, I realized what I had built:
A five-week course with clear goals, objectives, and activities; thoughtfully developed teaching tools; and strategies that include microteaching, feedback frameworks, and practical teaching pearls.
I am proud of my ePortfolio, it reflects unity, growth, and resilience. It is cohesive, integrated, and grounded in reflection… keeping things simple, practical, and focused on progress from design to implementation.
Here I am with my INNOVATION Plan full of…
Inspiration
My learning is a lifelong journey, transforming mirrors into windows and curiosity into mastery. My inspiration is rooted in everyday experiences, driven by a commitment to move from passive training toward active, engaged learning. This perspective is further reflected in my Alternative Professional Learning Plan, where I outline an alternative professional learning plan for the Hematology/Oncology fellowship program.
Vision
My vision of learning promotes lifelong learning, critical thinking, and social empathy rather than focusing solely on academic achievement. This innovation represents a shift in how I now view medical education. My action research plan builds on this vision by unifying diverse educational technologies and learning techniques to support varied learning styles, strengthen fellows’ retention of knowledge, and ultimately enhance board exam performance. My goal is to focuses on unifying diverse educational technologies and learning techniques to cater to diverse learning styles, improve fellows' retention of knowledge, and eventually improve their board exam performance
Growth
Growth required adjusting to a new learning style. It reflects the progress a learner makes over time, with a focus on skill development cultivated through a growth mindset. Challenges became opportunities, and I had to shift my own mindset to truly adapt and grow. Initially, my focus was on blended learning for fellows; however, over time, this perspective expanded to include faculty development as well. This shift reflects a deeper understanding that it is not only about how fellows learn, but also about who is teaching them and how educators themselves continue to grow.
Ideas
Ideas are rooted in active, self-directed learning that fosters deeper understanding and creativity. From peer-led circles to career exploration, I support giving learners choice, ownership, and voice. This perspective also informed my scholarly work, including an article I authored on supporting faculty in time-limited clinical environments while improving patient care and outcomes, which I will submit to JGME.
Processes
Processes reflect that faculty development is an ongoing learning journey rather than a one-time event. Learning is an active, multi-stage process where knowledge, behaviors, and skills are developed by transforming experiences into understanding. It is a continuous cycle of acquiring information, practicing, and receiving feedback.
Development
Development reflects continuous improvement. While learning focuses on acquiring new knowledge, development strengthens existing skills and builds new ones. My WHY highlights a shift from traditional teacher-centered instruction to a contemporary, learner-centered approach that emphasizes active engagement, blended learning, and continuous feedback. It provides the framework that supports ongoing learning and growth. The structured faculty development framework within Heme/Onc is a direct outcome of this innovation design. In addition, applying the 4 Disciplines of Execution to a fellows well-being has been important guiding element, helping maintain a broader perspective rather than focusing solely on learning alone.
Creativity
Creativity grows from a mindset that embraces flexibility and diverse, unconventional approaches. By introducing variability in learning experiences, trainees are challenged in ways that deepen engagement and support meaningful growth. While in EDLD 5303, put together The Power of Five Digital Tools in Mondern learning, show there are many ways to get information across.
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