NAOME Fellows Personal Statements 

Neal R. Chamberlain, PhD

I have always wanted to belong to something bigger than myself and in some small way contribute to the "greater good". Being part of the osteopathic profession as a Ph.D. basic scientist has allowed me to be part of something bigger than myself. Every year following graduation I calculate how many people will be helped by our newly minted physicians. This calculation helps me see how I have contributed to the "greater good". When I heard about the National Academy of Osteopathic Medical Educators I was excited to see that through this academy I could also be part of something bigger that contributed to the "greater good". The creation of a national academy that acknowledges accomplished osteopathic medical educators has already encouraged me to continue the work of preparing our next generation of osteopathic physicians. I am also excited to see how my participation in the academy can encourage other osteopathic educators as they seek to contribute to the "greater good".

Edward P. Finnerty, PhD

My core principles were framed by my early mentors, parents and teachers.  They instilled in me the belief that you get out of life what you put into it.  They also taught me that there are talkers and there are doers.  The talkers may be smooth and perceived as ‘leaders’ for a short time, but that people will follow the doers.  The strongest and most effective leaders are those that lead by example (doers) and work with others (collegial collaboration).  They are also flexible and prepared to respond to new opportunities as they present themselves.

My professional goals were never to be ‘leader’; rather they were simply to be the best physiologist - scientist and educator - that I could realistically be.  Along the way a variety of opportunities presented themselves, such as NAOME.  I learned much as an elected school board member that has transferred into my role as a medical science educator.  For example:  (1) Students actually want to succeed, thus people will rise to the level of the expectations.  (2) Ask questions and look at the evidence, make evidence-based decisions.  (3) Talk to others, someone else is/has tried to address the same issues, listen and learn from them.  (4) share with others and give credit where it is due.  (5) Be brave and willing to try new things.  (6) Talk is cheap, actions shout.  (7) do NOT lose the excitement and joy that brought you to your career.

The Academy is a natural extension of my beliefs; it is a collaborative and collegial group of osteopathic medical educators whose goal is to promote excellence in our faculty and students.

I have been involved in medical education for all of my adult career.  I have enjoyed teaching and my role as an educator, but is has been on-the-job-training.  The National Academy of Osteopathic Medical Educators is an opportunity to bring together individuals of demonstrated excellence and expertise as medical educators.  They in turn will share their collective experiences, wisdom and joy in there endeavor.  In this fashion, we can contribute to the education and training of the future educators who will replace us.

In keeping with my core beliefs taking an active part in life, I knew very much that I wanted to be a part of this group.

Barbara M. Kriz, PhD

I began my academic career with an intent to focus on basic research in cell biology and was privileged to have excellent training at an exciting time of discovery in this field.  As part of my graduate studies, like most Ph.D. candidates, I was required to teach and had the opportunity to do so in both the laboratory and lecture setting.  I found this experience to be most rewarding.  While pursuing postdoctoral research, the opportunity to continue to teach presented itself and I found myself leaning toward an emphasis on education.  I was advised that if I chose to balance my career toward teaching I would regret it within five years.  That was nearly 30 years ago and I have not spent one day regretting my decision.  In my career, I have served as a member of or have chaired just about every type of academic committee and task force.  I have grown from someone with trepidation about speaking in public, to someone who actively contributes and leads groups. I have felt that my job is to help out whenever and wherever asked, in the service of my college and university.  I have served on academic committees at the national level, but I have never sought or desired greater recognition or office.  I have found that I have much to do to contribute to the growth and development of my own institution, including the mentoring of individuals here and have, therefore, chosen to focus locally.  I tend to see myself as best suited as a member of an ensemble group of players and not necessarily the principal actor.  At the same time I appreciate that the NAOME is recognizing the importance of a good supporting cast.  At this stage of my career, I would like to honor those who have helped me by helping others who may have a similar “story” to expand their horizons and obtain the recognition they deserve for their teaching, leadership, and service contributions to the osteopathic profession.

Luke H. Mortensen, PhD

What terrific fellowship and a timely resource this Academy provides! It is truly exciting to participate in its early development and its goals to professionally recognize educational excellence, mentor and further support the potential of the osteopathic educator. As medical educators, we have tremendous responsibility to our learners, our colleagues, our institutions of higher education and, therefore, to the practice of medicine. Of our own choosing, we carry a mantle of ‘instructional stewardship’ that rigorously compels us to seek and investigate innovation and best practices in didactic and clinical instruction toward the production of competent and efficacious osteopathic physicians. My doctorate degree was granted from an osteopathic university and that influence and meaning is tangible and ever-present in my current 16-year tenure at an osteopathic institution. My application to this Academy was submitted to support that mantle and provide my educator colleagues that same commitment of time and experience offered to me. The inaugural members of the National Academy of Osteopathic Educators are so very proud to be able to offer fellowship in this Academy through an application process that fosters self-reflection and evaluation into one’s own educational accomplishments, mile-stones and personal victories that have led to peer and student acknowledgement of excellence in osteopathic teaching and learning.

Donald J. Sefcik, DO 

The concept "pay it forward" has been popularized by various foundations and organizations, in books and at the movies.  The purpose of the National Academy of Osteopathic Medical Educators (NAOME) is to "foster and value the scholarship of teaching and learning; provide role modeling and support for educators in osteopathic medical education programs; and to foster networking and collaboration among institutions of osteopathic medical education by providing a forum for the exchange of ideas about educational endeavors including teaching, evaluation, curriculum design and implementation, faculty development and educational research".  Paying it forward, to me, is the bedrock upon which the osteopathic profession was built.  As a twenty-plus year osteopathic physician, educator and administrator, submitting an application for consideration as a Fellow in NAOME was an easy decision.  Having been granted the status of inaugural member of NAOME, I look forward to the opportunity of serving as a coach and adviser, encouraging academic scholarship in our profession.  I also look forward to exchanging ideas and best practices with colleagues, learning from others throughout the osteopathic community.