Physician Leadership Development Program

About Our Students

PLDP graduates

Residencies & Accomplishments


Graduates from the Physician Leadership Development Program have pursued careers in dermatology, emergency medicine, family medicine, internal medicine, obstetrics/gynecology, pediatrics, physical medicine and rehabilitation, psychiatry and surgery. Our students have gone on to residencies at prestigious institutions including:

  • Advocate Christ Medical Center, Brook, Ill. (Pediatrics)
  • Beth Israel Medical Center, New York, N.Y. (Internal Medicine, Psychiatry)
  • Boston University Medical Center, Boston, Mass. (Internal Medicine)
  • Clinton Memorial Hospital, Wilmington, Ohio (Family Medicine)
  • David Grant Medical Center, Travis Air Force Base, Calif. (Transitional Year)
  • East Tennessee State University, Johnson City, Tenn. (General Surgery)
  • Emory University, Atlanta, Ga. (Emergency Medicine)
  • Grant Medical Center, Columbus, Ohio (Family Medicine)
  • Indiana University, Indianapolis, Ind. (Pediatrics)
  • Kaiser Permanente, San Francisco, Calif. (Internal Medicine)
  • Kettering Medical Center, Dayton, Ohio/Mayo Clinic, Rochester, Minn. (Physical Medicine & Rehabilitation)
  • Mayo Clinic, Rochester, Minn. (General Surgery)
  • Medical College of Wisconsin, Milwaukee, Wis. (Internal Medicine/Geriatrics)
  • Mountain Area Health Education Center, Asheville, N.C. (Obstetrics/Gynecology)
  • New York Presbyterian-Columbia University Medical Center, New York, N.Y. (Emergency Medicine, Family Medicine)
  • Northwestern University, Chicago, Ill. (Pediatrics)
  • Ohio State University Medical Center, Columbus, Ohio (Psychiatry)
  • Ohio State University Medical Center, Columbus, Ohio/University of South Florida, Tampa, Fla. (Dermatology)
  • Pennsylvania State University, Hershey, Penn. (Dermatology)
  • Trident Medical Center, Charleston, S.C. (Family Medicine)
  • Tulane University, New Orleans, La. (Obstetrics/Gynecology)
  • University Hospitals Case Medical Center, Cleveland, Ohio (General Surgery)
  • University of California-Davis Medical Center, Sacramento, Calif. (Family Medicine)
  • University of Chicago Medical Center, Chicago, Ill. (Pediatrics)
  • University of Illinois College of Medicine, Chicago, Ill. (Internal Medicine)
  • University of Louisville, Louisville, Ky. (Emergency Medicine)
  • University of Michigan Hospitals, Ann Arbor, Mich. (Physical Medicine & Rehabilitation)
  • University of Pittsburgh Medical Center, Pittsburgh, Pa. (Internal Medicine)
  • University of Virginia, Charlottesville, Va. (Emergency Medicine)
  • Virginia Commonwealth University Health System, Richmond, Va. (Internal Medicine)
  • WSU Boonshoft School of Medicine, Dayton, Ohio (Emergency Medicine, Family Medicine, Psychiatry)



photo of student tom hagelePLDP students have the opportunity to participate in research experiences, many of which lead to publication.  M.D./M.P.H. culminating experience research projects are listed on the Wright State University CORE Scholar website.

Recent PLDP student research:

Beesley, R., & Craker, N. (2014). Analysis of Barriers to the Successful Prevention and Management of Pediatric Obesity and their Relationship to Care at Community Health Centers. See: CORE Scholar

Scott, J. (2014). Project Parenthood: Efficacy of Evidence-Based Parenting and Safer Sex Education Program in an At-Risk Adolescent Population. See: CORE Scholar

STEPS Health Initiative

  • The STEPS (Students Teaching Educational Plans for Success) Health Initiative was formed in 2012 and modeled after the University of Cincinnati Interprofessional Clinic open school chapter at the University of Cincinnati School of Medicine. Two PLDP students were influential in the founding and implementation of the STEPS Health Initiative.
  • The STEPS Health Initiative serves vulnerable populations (the poor, the homeless, refugees, minorities and other marginalized populations) in the Dayton area with chronic illness management. Motivational interviewing is utilized to empower individuals to choose healthy behaviors and goal setting techniques.

Finding Meaning in Medicine

  • photo of student colleen mccormickFinding Meaning in Medicine, or FMM, was developed by Dr. Rachel Naomi Remen (also the founder of The Healer’s Art). In 2011, Boonshoft School of Medicine students (including two PLDP students) and faculty started a Finding Meaning in Medicine for Medical Students group using the model defined by Dr. Remen.
  • The goals of this program are to provide medical students in the clinical years with an opportunity to reflect on difficult clinical and ethical situations while improving their generous listening skills and reminding students of their humanistic goals in being physicians.
  • The structure of the event was first modeled on The Healer’s Art: students share personal and/or professional stories or experiences with a small group (4-10 students) based on a pre-selected topic. Since then, adjustments were made to suit the group dynamic, including expansion of the number of students per group to include all attendees (as opposed to splitting into small groups).
  • The sharing is confidential, and students are given the chance to reflect out loud on what they observe, think, feel, experience. An FMM conversation is focused on listening and discussing together, rather than on offering advice.
  • Approximately 30 students have participated thus far, and most have responded positively to these sessions, stating they are more likely to listen to and reflect on their patients’ stories rather than jump to diagnoses and treatments.
  • The students presented FMM at the Gold Humanism Honor Society Biennial Conference and the fall 2012 Association of American Medical Colleges of national meeting. In addition, the students continue to research this program and the benefits of medical student group reflection.

Service Learning at Hospice of Dayton

  • In 2012, two PLDP students developed a service learning opportunity for other medical students at Hospice of Dayton. This experience is offered annually to first year medical students.
  • The service learning experience serves as an extension of the skills and empathic listening learned during Healer’s Art. The ability to practice these skills before the clinical years is a huge benefit for the students.
  • The service learning experience includes the full orientation for all Hospice volunteers. Students gain comfort in the hospice setting by shadowing a social worker or chaplain for a few visits. When they are comfortable, students are free to visit patients and their families in Hospice.

Travel Information

  • Dominican Republic – Volunteer Clinical and Public Health Leader
  • Paraguay – Volunteer Clinical and Public Health Leader, Culminating Experience
  • Honduras – Hearts for Honduras
  • Bolivia – Boonshoft elective
  • Peru – Fulbright Scholar
  • Lesotho – Clinical experience with HIV-positive pediatric patients
  • Costa Rica – Volunteer clinical experience
  • Nicaragua – Volunteer clinical experience

Conferences Attended

  • photo of student laura previllAssociation of American Medical Colleges (AAMC)
  • American College of Physicians (ACP)
  • American College of Emergency Physicians (ACEP)
  • American College of Healthcare Executives (ACHE)
  • American College of Physician Executives (ACPE) “Leap Ahead for Medical Education” webinar
  • Association for Healthcare Research and Quality (AHRQ)/Practice Based Research Network Conference
  • American Medical Association (AMA)
  • American Medical Student Association (AMSA)
  • American Public Health Association (APHA)
  • Association for Prevention, Teaching, and Research (APTR)
  • Central Group on Educational Affairs (CGEA)
  • Gold Humanism Honor Society
  • Institute for Healthcare Improvement (IHI) National Forum
  • Institute for Healthcare Improvement/Academy for Healthcare Improvement
  • Maternal Child Health Epidemiology Conference
  • Midwest/Great Lakes Undergraduate Research Symposium in Neuroscience Panelist at College of Wooster
  • Medicine 2.0
  • Pediatric Academic Societies
  • Society for Neuroscience Research
  • Student Quality Leadership Academy
  • Team Based Learning (TBL) Conference
  • Unite for Sight, Global Health and Innovation Conference
  • WSU Medical Student Research Symposium


photo of Katherine Wehri TakayasuKatherine Wehri Takayasu
M.D./M.B.A. participant
Beta Cohort, Class of 2009

"As my education in medical school became more clinical, I began to see the commonalities among my two degrees and how integrated the topics in medicine and business really are. The program has definitely exceeded my expectations in terms of helping me to connect two seemingly dissimilar topics.

"What I've realized over the past few years is that I can combine my knowledge in business with medicine in so many other ways. I've found throughout medical school that I enjoy working with under-served populations because of the need to be both a caring clinician and a smart utilizer of valuable resources. There is need in almost every area of medicine for people like us, and what's exciting is that we can truly do anything we want."

photo of Luke RothermelLuke Rothermel
M.D./M.P.H. participant
Gamma Cohort, Class of 2010

"As the master’s classes offer a different time obligation for students than clinical work, I was able to expand my opportunities into various leadership and research roles during these times. Though a year is added to the medical school experience, I feel very fortunate for the added time to accomplish many goals beyond the medical curriculum."

photo of Sherry AdkinsSherry Adkins
M.D./M.P.H. participant
Delta Cohort, Class of 2011

"I really enjoyed my first summer of public health classes, between my first and second years at Wright State. Sharing classes with mid- and upper-level professionals returning for their degrees was so refreshing. It reminded me of the importance of the public health course material to the development and maintenance of a quality health care delivery system in real life.

"I would like to practice family medicine in a small town or rural setting in the Midwest, preferably in Ohio. I want to improve relations between clinical practice and public health departments and maybe someday serve as health commissioner or staff physician for a local health department."

photo of Chad GarvenChad Garven
M.D./M.P.H. participant
Epsilon Cohort, Class of 2012

"Public health needs medicine and vice versa, and there is no better way to show that than in this program. The leadership stressed in this program was also attractive. Having this second degree in the medical field makes you a leader in the community and this is an opportunity to foster those leadership characteristics."

photo of Pooja LahotiPooja Lahoti
M.D./M.B.A. participant
Zeta Cohort, Class of 2012

"I specifically chose Wright State's program for its experience in working with dual-degree students, the high level of collaboration between the M.B.A. program and the medical school, and the complete integration of my degrees. There are only about three other schools in the country that not only give M.D.s the business skills needed, but also teach them how to lead effectively. Joining an M.D./M.B.A. program that does not teach you how to fully integrate and apply your knowledge does not make sense. Also, the program directors had me hooked the minute I met them!

"I plan on going into primary care because I feel that it will put me in the best position to help change our health care system. I would like to see more physician-led hospitals and would like to be a part of that team as one of the physician leaders (think Mayo Clinic). I plan on practicing the rest of my life, but also using my knowledge to help build a system where we can practice effectively."

photo of Meaghan EbetinoMeaghan Ebetino
M.D./M.P.H. participant
Zeta Cohort, Class of 2013

"I am pursuing the dual M.D./M.P.H. because I am interested in learning how health systems affect access to medical care for under-served communities, both internationally and locally. I am especially interested in helping Spanish-speaking immigrants in the United States who may be underinsured and lack access to the primary care/preventative medicine they need to avoid chronic illness such as hypertension and diabetes. Ideally, having a public health background will make me a physician who is more informed about health disparities and other issues that will affect my patients; and being trained in leadership through BPLDP will prepare me to participate in the improvement of health care delivery to communities."

photo of Colleen McCormickColleen McCormick
M.D./M.P.H. participant
Zeta Cohort, Class of 2013

"Being a part of the Physician Leadership Development Program (PLDP) has been an incredible experience. I have gained knowledge to care for populations of people, and confidence to participate in leadership within health care.  The faculty and staff of the PLDP have facilitated my learning and leadership development. They have given me opportunities to lead and supported me in endeavors to promote growth and change within the PLDP.  Our program has been evolving over the years as funding and leadership have changed. I have had the opportunity to be a part of this evolution by helping develop and implement a new curriculum model that aims to educate students not only in the foundations of leadership, but also in its application.  Working to make this program as successful as possible has been a tremendous learning experience.  I feel confident to enter the healthcare field and care for patients as a physician, while making an impact at the system level as a leader."

photo of Kiran FaryarKiran Faryar
M.D./M.P.H. participant
Zeta Cohort, Class of 2013

"As I look back on my last three years of medical school education, I have begun to realize and witness not only how integrated the fields of medicine and public health are, but also the necessity of physician leaders in our society today. The creation of physician leaders remains an integral objective of the Physician Leadership Development Program (PLDP). This program has provided me the unique opportunity to not only study, but, more importantly, practice leadership both within the program and within our community.

"Through a series of PLDP curriculum and structural changes, I have been privileged to interact with faculty in the school of public health and business as well as leading healthcare executives at our community hospitals. Taking part in these program changes and watching our ideas come to fruition has been so exciting and motivating. The PLDP and its faculty continually foster an environment of creativity and leadership that encourages students to take leadership roles. Upon graduation, I look forward to using the public health/economic knowledge and leadership skills that I have developed in this program to tackle our generation’s current healthcare problems."

photo of Lakshman SwamyLakshman Swamy
M.D./M.B.A. participant
Zeta Cohort, Class of 2013

"The reason this program was created, and the reason I am in it, is to take back control of health care by understanding that health care is a complex field that requires more than medical knowledge to manage. I hope that my training with the M.B.A. will give me exposure to and the tools needed to deal with these unfortunate aspects of modern health care. This doesn't mean I want to be the CEO of a hospital or work for United Health Care by any means. I just think that in whatever way I make use of them, these skills and this knowledge will allow me to be more aware and in charge of my own profession. There is a lot more to being a doctor than medical school teaches you."

photo of Betty CheneyBetty Cheney
M.D./M.P.H. candidate
Theta Cohort, Class of 2015

“The longitudinal clinical clerkship allowed me to interact with the same patients over an entire year and across multiple appointments. No other experience allows for continuity of care and relationship building with patients over an extended time. The public health skills elucidate many subtleties and nuances in the various healthcare settings encountered throughout the rest of medical school. Furthermore, my patient care has improved because of my awareness of available community resources.  I have a better understanding of health literacy and the most appropriate methods to communicate with my patients both individually and as a community.”

Last edited on 03/04/2015.