Question 1

Module 1: Goal Setting and Mentoring

Accepted Answer

Module 1: Goal Setting and Mentoring

Facilitator: Harriet W. Hopf, MD, FASA

BIO
Harriet W. Hopf, MD, is Professor and Executive Director of Faculty Development and Academic Affairs in the Department of Anesthesiology, Perioperative & Pain Medicine, Adjunct Professor of Biomedical Engineering, Co-Director of the University of Utah Coaching and Advancement Network (U-CAN), and Past President of the Academic Senate at the University of Utah. Dr. Hopf has more than 100 publications. Her research, which was supported by the NIH for20 years, focuses on surgical site infection prevention and reducing the environmental impact of infection control, as well as gender equity and professionalism. She is a past chair of the FAER Board of Directors and is Vice Chair of the ASA Committee on Academic Anesthesiology. Dr. Hopf completed the Executive Leadership in Academic Medicine Program at Drexel in 2009; since 2020, she has co-led their Building Your Career Infrastructure curriculum. Dr. Hopf received the FAER Excellence in Research Mentoring Award in 2013. In 2020, she was selected as one of 250 images on the Utah Women 2020 Mural, public art commemorating the 100th anniversary of the 19th Amendment (http://womensmural.com/).

Mission: By leveraging my leadership roles and fostering individual connection, I inspire and empower the next generation to excel in their career and leadership journeys.

Materials for Participants

A Mentee Guide for Mentoring Relationships
Fundamentals of Professional Mentoring

1A. List of Values (Brown)
1B. U-CAN Establishing the Mentoring Relationship Worksheet
2A. Big Goals Reflection Worksheet
2B. U-CAN Powerful Questions Worksheet

3A. SLC Values Exercise
3B. U-CAN Coaching Practice Worksheet

4A. Pololi Career Development BMJ 2006
4B. Mentoring Board of Directors Worksheet

5A. Nine Steps for Setting Career Goals Worksheet

6A. 1, 3, or 5 Year Goal Learning Contract

Big Goals and Mentoring - slides/handout (1-28-26)

MODULE 1A: GOAL SETTING: Using “Big” Goals to Define Goals and Next Steps

Setting goals is about aligning your work with your own values and goals and defining the impact you want your work to have, then thinking about which opportunities will advance that goal (Heck Yes!) and which will not (No!). In these sessions, you will start thinking about your why and better defining where you want to go and how to get there.

1A. Learning Objectives:

Explore the importance of goal setting and knowing your why
Begin to define your (career) goals
Assess what your goals mean for the opportunities you will pursue

Virtual Zoom Meeting January 28, 2026.

1A.Topics:

Define your core values
Develop your Big Goal
Assessing alignment with institutional missions and opportunities

1A.Activities:

Core Values Exercise (Worksheet 1A)
Big Goal Exercise (Worksheet 2A)

Small Learning Community Activities February

Complete and discuss the Core Values Exercise (Worksheet 3A)
Discuss and refine your Big Goal

In Person Workshop with Dr. Harriet Hopf on March 11, 2026.

1A. Topics

Revisit your core values
Refine your Big Goal
Identify and commit to short term goals (next steps) that advance your Big Goal

1A. Activities

Values Exercise (card deck)
Shorter term goals and next steps exercise (Worksheet 4A and Pololi BMJ article 5A)
Mentoring Board of Directors (Worksheet 5A and 6A)

MODULE 1B: MENTORING: Prospering as a Mentor and Mentee

Academic healthcare has become more complex and strong mentoring relationships are crucial to success along the continuum of training, practice, academic engagement. In these sessions, you will learn fundamental components of effective mentoring and apply them to your own practice of mentoring and experiences as a mentee.

1B. Learning Objectives

Recognize opportunities to contribute to the professional development of others
Understand how to structure a mentoring relationship (as mentor or mentee) to build trust and facilitate success
Explore and experience the power of coaching skills, including curiosity and asking powerful questions

Virtual Zoom Meeting on January 28, 2026

1B.Topics:

Developmental Relationships

Setting Ground Rules and Building Trust
Lifecycle of Mentoring Relationships
Using Coaching Skills in Mentoring

1B. Activities:

Assets and Biases in mentoring (discussion)
Setting ground rules (Worksheet 1B)
Coaching skills in mentoring (Worksheet 2B and demonstration)

Small Learning Community Activities February

Set ground rules for your SLC, using the Ground Rules Worksheet (1B) as a starting point

In Person Workshop with Dr. Harriet Hopf on March 11, 2026.

1B. Topics:

Review concepts from virtual session
Building your Mentoring Board of Directors
Using Coaching Skills in Mentoring
Mentoring commitments

1B. Activities:

Mentoring Board of Directors (Worksheet 4B)
Coaching skills in mentoring: Practice (Worksheets 2B and 3B)

Question 2

Module 2 : Foundations of Teamwork, Collaboration and Learning in Action: Psychological Safety and Difficult Conversations

Accepted Answer

Facilitator: Ellen R. Moore

BIO

Ellen R. Moore is an executive leadership coach who has served as the CEO, President and COO of top executive companies with annual revenues ranging from $4 million to $28 million. She coaches in organizations as small as sole proprietors and as large as Johns Hopkins, Stanford Medical, and the Food and Drug Administration.

Ellen R. Moore founded Moore Creative Strategies, LLC in 2015 because she believed the world needed better leaders. She is a proven leader and team builder with experience in both large and small environments. She has served as a business leader consultant for more than 25 years, including for health care organizations, professional service firms, NFPs and the Federal government. Her coaching practice includes numerous physicians and scientists as clients in addition to business executives.

Ellen has proven herself time and time again, always focused on developing leaders and helping people and organizations change. She coaches and teaches coaching skills to physicians. When she presented at the Society for Pediatric Anesthesia conference in 2019 and 2023, she received outstanding reviews.

With a MS in Organizational Psychology stacked atop a B.A. in Journalism/Advertising, she combines creativity and possibility with human behavior. The results create the energy to help people do what they think may be impossible. In the midst of dramatic professional success, she is most proud of her 32-year marriage to Brian and both of her extraordinary daughters. When not working, you can find Ellen hiking, writing, or searching for a better way to do just about anything.

Ellen@MooreCreativeStrategies.com
MooreCreativeStrategies.com
www.linkedin.com/in/ellenrmoore
410.935.6518

A career in cardiac anesthesia demands the ability to work with teams and individuals, utilizing skills in communication, collaboration, connection, and leadership. Foundational to those interactions are understanding your own emotional intelligence, creating an environment with psychological safety, and ability to navigate difficult conversations. This module will focus on these building blocks of successful teamwork and collaboration.

MODULE 2A: Psychological Safety (PS) : Improving Care through Connection and Culture

2A. Learning Objectives:

Be able to identify Psychological Safety and its status in your institution
Understand benefits of Psychological Safety, especially in healthcare
Understand your Emotional Intelligence and its role in Psychological Safety
Develop and Implement interventions to increase Psychological Safety
Describe components and importance of a psychologically safe environment
List 2 actions to improve Psychological Safety in your workplace

2A. Topics

Understanding Emotional Intelligence
Defining Psychological Safety
Benefits of Psychological Safety
Framework & Action to Create Psychological Safety
8 Practical Ideas to build Psychological Safety on team

2A. Activities

2.5 hour Zoom Session with Ellen Moore (plus 1 hour follow up workshop)
Prework: Emotional Intelligence Assessment Tool
Observe your workplace for signs of PS or lack of, give examples. List possible interventions to increase PS in your workplace - what can you do?
Break out session with small learning communities on PS
Discuss work-place psychological safety
Discuss Emotional Intelligence assessment results
List ways you could communicate or collaborate with EI framework

MODULE 2B: Difficult Conversations and Team Conflict: Opportunities for Growth and Progress

2B. Learning Objectives:

Demonstrate skills in difficult conversation navigation
Identify personal style in difficult conversation
Explore nervous system regulation, mindset and skills to increase the likelihood you can hold difficult conversations well
Express your needs, surface the other persons true needs and uncover possible options to move forward effectively together
Manage conflicts constructively to maintain team cohesion

2B.Topics:

Conflict Styles and Resolution Strategies in Healthcare
Types of Difficult Conversations
Costs of Dysfunctional Conversations
Nervous System Understanding and Attachment Style
Facts of a Conversation vs. Stories in the Conversation
Difficult Conversation Skills: Preparation, Opening, Questioning, Listening, Agreeing
Common Challenges
Emotional Response Management

2B.Activities: Facilitated Virtual Workshop with Ellen Moore 3 hours

3-hour Zoom workshop with Ellen Moore (plus 1 hour follow up workshop)
Prework: Assess your Conversation Style Under Stress
Interactive session: Reflect on your style and discuss strengths/challenges
Interactive session: Assess the facts and stories present in a conversation. Practice shifting to a useful story.
Interactive session: Practice opening a difficult conversation, reflect and share
Interactive session: Practice listening, giving/receiving constructive feedback
Case Studies: Practice skills by holding difficult conversation in your life, return to discuss/analyze success and challenges.

Discussion: Personal experiences with conflict/difficult conversations in team settings.

Question 3

Module 3:  Strategic Operations and Resource Management/  Finances in Pediatric Cardiac Anesthesia

Accepted Answer

Facilitators: John Mayer, Jr. MD; Dean B. Andropoulos, MD, MHCM

BIOS

John Mayer, Jr. MD
Coming soon!

Dean B. Andropoulos, M.D., M.H.C.M., is a Cardiovascular Anesthesiologist in the Arthur S. Keats Division of Pediatric Cardiovascular Anesthesiology at Texas Children’s Hospital (TCH) in Houston. He is also Vice Chair for Research and Academic Strategy for TCH Anesthesiology; and serves as Professor of Anesthesiology and Pediatrics, and Vice Chair for Clinical Affairs in the Baylor College of Medicine Department of Anesthesiology. Previously, he served as Chief, Anesthesiologist-in-Chief, and Chair of the Department of Anesthesiology, Perioperative and Pain Medicine at Texas Children’s from 2004-2025.

Dr. Andropoulos was founding director and first President of the Congenital Cardiac Anesthesia Society, which now has more than 600 members devoted to clinical care, education and training. He received the society’s Lifetime Achievement Award in 2024. Dr. Andropoulos has served on the board of directors of the Society for Pediatric Anesthesia and has been the President/CEO of the Pediatric Anesthesia Leadership Council. He also served on the Scientific Advisory Board and was the Medical Officer of the SmartTots organization, part of the International Anesthesia Research Society and dedicated to research and communication about anesthetic safety in infants and children.

Dr. Andropoulos’ research interests include neurological outcomes and brain protection for infant cardiac surgery, and clinical studies of anesthetic neurotoxicity. Dr. Andropoulos has received research funding from the National Institutes of Health and has been co-principal investigator for the Texas Children’s /Baylor College of Medicine Pediatric Heart Network Core Clinical Center – a clinical research network funded by the National Institutes of Health. He was also the principal investigator for the Dexmedetomidine Study of the Pediatric Heart Network, investigating a new anesthetic technique for infant cardiac surgery. He is a principal investigator of the TREX Study that is designed to determine if a new dexmedetomidine-based anesthetic technique is associated with improved neurodevelopmental outcomes in infants. Dr. Andropoulos is the author of more than 110 peer-reviewed journal articles and 60 textbook chapters relating to pediatric anesthetic research and clinical care. He also serves as Editor in Chief of the textbook Anesthesia for Congenital Heart Disease, 4th Edition, published 2023. He is also the Editor of Gregory’s Pediatric Anesthesia, 7th Edition, to be published in 2026.

MODULE 3A: Heart Center Organization and Operations

3A. Learning Objectives:

Understand heart center and institutional organization and the impact on operations and finances
Understand importance of a dedicated cardiac anesthesia team on heart center operations
Understand scheduling and resource allocations

3A.Topics:

Fundamentals of Health Care Organizational Structure
Heart Center structure and relationship to the Health Care Organization
Cardiac Anesthesia structure and resource allocations

3A.Activities:

Case Study: Organization structure and reporting within your institution, heart center and cardiac anesthesia.
Cardiac anesthesia resources and calculation of FTE required for the cardiac anesthesia team.

Facilitator: Michaell McManus, MD

MODULE 3B: Budgetary Oversight, Scheduling and Resource Allocations

3B. Learning Objectives:

Understand budget and reimbursement.
Develop foundational tools for budgetary oversight, scheduling, and resource allocation.
Understand decision-making in staffing, hiring, and operational efficiency

3B.Topics:

How do pediatric cardiac anesthesiologists get paid (including benefits)
Introduction to billing/coding, and reimbursement
Private practice and academic models: how to promote academic growth in the current market

3B.Activities:

Present a business proposal to hire a new CRNA, or faculty member in different cardiac center structures

Bundle Charges and Collection for a lesion (e.g. VSD)

Question 4

Module 4: Navigating the Future: Change Management  and Adapting Innovation

Accepted Answer

Facilitator: Kristin Sainani, PhD

BIO
Kristin Cobb Sainani is a Stanford professor and science journalist who brings statistics and scientific writing to students and audiences worldwide. She teaches the popular Coursera course Writing in the Sciences, available in 22 languages, and offers an online medical statistics certificate program through Stanford Online.

Dr. Sainani works as a statistician on sports medicine projects and serves as a statistical or associate editor for academic journals, including Medicine & Science in Sports & Exercise, Sports Medicine, and The American Journal of Sports Medicine.

Dr. Sainani has also written extensively about health, science, and statistics for diverse audiences. She authored a health column for Allure magazine, a beauty magazine, for ten years and authored a statistics column for the journal Physical Medicine & Rehabilitation for over a decade. She has received multiple teaching awards, including the 2018 Biosciences Award for Excellence in Graduate Teaching at Stanford University. She co-hosts the statistics podcast Normal Curves.

MODULE 4A: Leveraging Generative AI to Advance your Work

4A. Learning Objectives:

Use generative AI to read, summarize, and critically evaluate journal articles, including interpreting statistical sections.
Apply generative AI to primary research tasks such as coding for analysis, developing data visualizations, and supporting study design and administrative documents.
Incorporate generative AI into the classroom.
Critically evaluate AI outputs, and practice refining prompts to improve results.

4A.Topics:

Generative AI in Reading and Interpreting Papers
- Summarizing and critiquing journal articles with AI.
- Exploring data or supplementary materials behind published results.
- Using AI for related administrative tasks (e.g., organizing references, drafting email summaries, creating literature matrices).
- Editing text for clarity (e.g., abstracts, introductions, discussion paragraphs).

Generative AI in Primary Research
- Using AI to assist with coding (R, Python) for data cleaning and analysis.
- Developing clear and compelling data visualizations.
- Exploring study design ideas or statistical approaches.
- Using AI for related administrative tasks (e.g., writing IRB documents, formatting tables).

Generative AI in Teaching and Education
- Creating teaching cases, quizzes, and visual aids with AI.
- Teaching AI in the classroom: ideas for exercises that teach students best practices.
- Discussing pitfalls (hallucinations, bias, confidentiality).
- Using AI for related administrative tasks (e.g., drafting lesson plans, structuring syllabi, creating schedules).

4A.Activities:

Group Activity 1: Groups are given a short excerpt or abstract from the pediatric cardiac anesthesia literature. They will: 1. Use generative AI to produce a structured summary or critique and 2. Ask AI to suggest follow-up research questions or clinical applications.

Outcome: Groups share how AI changed their interpretation or generated new insights.

Group Activity 2: Groups work with a small dataset or published figure. They will:

Use generative AI to suggest or generate alternative visualizations.
Critique which visualization best communicates the findings.

Outcome: Groups present a “before vs. after” comparison, showing how visualization choices influence clarity and interpretation.

Group Activity 3: Each group is assigned a teaching goal (e.g., an exam question, designing a case vignette). They will:

Prompt generative AI to create a teaching resource.
Refine and critique the AI’s output for accuracy and educational value.

Outcome: Groups present their refined teaching tool, demonstrating how iterative prompting improves results.

Facilitator: Nicolas Madsen, MD, MPH

BIO
Dr. Nicolas Madsen is an expert in pediatric cardiology with a unique focus on pediatric acute care cardiology, as well as healthcare leadership. He completed his medical education at the University of Washington School of Medicine, followed by residency and fellowship training at Seattle Children’s Hospital. Dr. Madsen also holds a Master of Public Health (MPH) with a focus in Epidemiology from the University of Washington School of Public Health.

Dr. Madsen is recognized for his leadership in the field of hospital-based care of pediatric cardiology patients, as well as learning networks systems, having founded and co-directed the Pediatric Acute Care Cardiology Consortium (PAC³), and currently serving as co-director of Cardiac Networks United, a collaborative initiative to improve all aspects of pediatric and congenital cardiac care. His research interests are centered on acute care cardiology, quality improvement, and understanding the long-term outcomes of congenital heart disease. In his current role as Chief of Cardiology in the Department of Pediatrics at UT Southwestern Medical Center and Co-Director of the Heart Center at Children’s Health Dallas, Dr. Madsen is dedicated to advancing care for children with complex heart conditions, fostering innovation in clinical practice, improving patient outcomes, and nurturing the professional development of Heart Center personnel.

MODULE 4B: Change Management and Influencing the Future

As a healthcare leader, change is constant – change may be intentionally pursued or change may arrive unexpectedly. Whether you’re dealing with a planned initiative, a volatile environment, or external factors beyond immediate control, change is inevitable. In this module, we will explore the power of change and how to prepare yourself and your team/organization for both the opportunity and the threat of change. We aim to discover together strategies available to make change a positive – both when the change relates to our direct line of authority and when change can only be met with the power of influence.

4B. Learning Objectives:

Understand how to lead and adapt in clinical and academic environments
Apply concepts in creating change and influencing the future at your own institution

4B.Topics:

Theories of Change in Leadership

Lewin’s Change Theory (Unfreeze, Change, and Refreeze)
Theory of Change (Mapping out the process / Clarifying assumptions)
Rogers’ Diffusion of Innovation (Innovators, Early Adopters, Early and Late Majority, and Laggards)
Kotter’s Change Model (8-step model to create urgency, build coalitions, and embed change in culture)
ADKAR (Awareness, Desire, Knowledge, Ability, and Reinforcement)

Resistance to Change

Fear of Unknown / Moral Force / Loss Aversion / Status Quo Bias / Social Influence

Transformational leadership

Transformational leadership is a style where leaders inspire and motivate their team by creating a clear vision, encouraging innovation, and fostering personal growth. Core concepts involve sustained trust and sparked enthusiasm.

4B.Activities:

Group Activity 1: Change your look game. Game of participants in pairs to find the boundaries of resistance to change and the associated response
Group Activity 2: Identify a current leadership challenge at your institution and apply change models to map a strategy to a better outcome. What resources do you have readily available? What might be missing? How does your approach change if the problem involves your own team/organization vs one on which you are consulting?
Group Activity 3: Challenge the status quo. In teams, response to the prompt of a status quo and build your case to challenge and change it in a sustainable way. Now, choose a separate status quo among the prompts and work as the leaders of the organization to defend the status quo.

Question 5

SMALL LEARNING COMMUNITIES

Accepted Answer

SMALL LEARNING COMMUNITY (SLC) 1

Senior Advisor:
James A. DiNardo, MD
Professor of Anaesthesia
Harvard Medical School
Senior Associate in Cardiac Anesthesia
Boston Children’s Hospital
james.dinardo@childrens.harvard.edu

BIO Dr. DiNardo graduated from Dartmouth College and Dartmouth Medical School (with honors). He completed his anesthesia residency and fellowship in Cardiac Anesthesia at Beth Israel Hospital in Boston. He joined the faculty at Boston Children’s Hospital in 1999 where he served as the Chief of the Division of Cardiac Anesthesia until November 2022. Until recently he spent approximately one third of this clinical time as an Attending in the Cardiac ICU.

Dr. DiNardo is certified in perioperative TEE and is the former Chairman of the PTEeXAM Committee. He has served as a Senior Oral Board Examiner for the ABA and currently is a member of the ABA Pediatric Examination Writing Committee, and Past Chair of the Pediatric MOCA Examination Writing Committee. He is Past-President of both the Congenital Cardiac Anesthesia Society and the Association of Cardiac Anesthesiologists. He is the Anesthesia and Analgesia Section Editor for Pediatric Anesthesia.

He is the author of 2 major textbooks on cardiac anesthesia and an editor of 2 others. He also an editor of 2 textbooks on pediatric anesthesia, an author of more than 220 peer-reviewed articles and 80 book chapters.

He and his wife, Olivia run the Sowa Goat Sanctuary in Harvard, MA. https://www.instagram.com/sowagoatsanctuary/ It is a home for displaced and abandoned farm animals. He is an avid biathlon fan and participant and proud father of Isabel.

Name/Email	Institution	Years in Clinical Practice
Aruna T. Nathan MBBS aruna.nathan@gmail.com	Stanford University	20
Jayant "Nick" Pratap, MB, BChir, MRCPCH, FRCA pratapn@chop.edu	Children's Hospital of Philadelphia	14
Joanna Rosing Paquin MD joanna.rosing@cchmc.org	Cincinnati Children's Hospital	11
Kelly Ryan MD kar62kelly@gmail.com	Nemours Children's Health Delaware	12
Roby Sebastian MD robysebp@yahoo.com	Children's Medical Center Dallas	12

SMALL LEARNING COMMUNITY (SLC) 2

Senior Advisor:
Nina A. Guzzetta, MD
Professor of Anesthesiology and Pediatrics
Emory University School of Medicine
Pediatric Cardiac Anesthesiologist
Children’s Healthcare of Atlanta
nguzzet@emory.edu

BIO
Dr. Guzzetta is a Professor of Anesthesiology and Pediatrics at Emory University School of Medicine in Atlanta, Georgia. She has been a practicing pediatric cardiac anesthesiologist at Children’s Healthcare of Atlanta since the completion of her fellowship training in 1994. She is involved in research that focuses on anticoagulation management during pediatric cardiopulmonary bypass, understanding the balance between bleeding and thrombosis in the perioperative period, and pertinent issues in developmental hemostasis. The overarching theme connecting her research interests is to reduce bleeding and the use of allogeneic blood products in pediatric cardiac surgical patients. She especially enjoys projects that allow for collaboration across the multiple specialties that are encountered in the pediatric cardiac arena, including cardiology, surgery and transfusion medicine.

Dr. Guzzetta has been a member of the CCAS since its inception in 2005. Over the years, she has lectured at the CCAS annual meeting on various topics regarding pediatric cardiac anesthesia and pediatric cardiopulmonary bypass. She has also had the opportunity to lecture at other national and international conferences. Dr. Guzzetta served as President of the Congenital Cardiac Anesthesia Society from 2017 to 2019.

Name/Email	Institution	Years in Clinical Practice
Heidi Boules MD hboules@me.com	Yale University	10
Dima Daaboul MD Dima.Daaboul@childrens.harvard.edu	Boston Children's Hospital	10
Dheeraj Goswami MD dgoswam2@jh.edu	Johns Hopkins	10
Deborah A. Romeo MD romeod2@chop.edu	Children's Hospital of Philadelphia	10

SMALL LEARNING COMMUNITY (SLC) 3

Senior Advisor
Susan C. Nicolson MD
Professor of Anesthesia and Critical Care Medicine
Perelman School of Medicine at the University of Pennsylvania
Pediatric Cardiac Anesthesiologist
Children’s Hospital of Philadelphia
nicolson@chop.edu

BIO I am a pediatric cardiac anesthesiologist at The Children’s Hospital of Philadelphia and Professor of Anesthesia and Critical Care Medicine at the Perelman School of Medicine at the University of Pennsylvania. I am a Penn/CHOP lifer, having completed medical school, pediatric and anesthesia residencies, pediatric anesthesia and critical care medicine and adult cardiac anesthesia fellowships at Penn and CHOP.

I have held multiple leadership roles within the Department of Anesthesiology and Critical Care Medicine and the Cardiac Center at CHOP, as well as national leadership positions in both the Society for Pediatric Anesthesia (SPA) and the Congenital Cardiac Anesthesia Society (CCAS). Through my career and extensive mentorship of faculty, I have navigated many of the professional and personal challenges addressed in the CCAS CAFE program. I am enthusiastic about participating in the inaugural session of this innovative program.

Name/Email	Institution	Years in Clinical Practice
Megan Albertz MD mlalbertz@gmail.com	Cincinnati Children's Hospital	7
Zachary Kleiman MD zkleiman@iu.edu	Indiana University School of Medicine	6
Reese Murray Torres murr0655@umn.edu	Masonic Children's Hospital; University of Minnesota	6
Mary Lyn Stein MD Mary.Stein@childrens.harvard.edu	Boston Children's Hospital	8

SMALL LEARNING COMMUNITY (SLC) 4

Senior Advisor
Chandra Ramamoorthy MBBS, FRCA
Emeritus Professor
Stanford University School of Medicine
chandrar@stanford.edu

BIO
I am currently an emeritus professor at Stanford University School of Medicine. Most of my academic career was devoted to pediatric anesthesia and pediatric cardiac anesthesia. If interested you can look up my publications, as this is less about my achievements. I will mostly focus on clinical research because that’s what I built my career on.

Mentoring junior faculty and trainees in advancing their clinical and academic career has been one of the satisfying aspects of my career. Excellent clinical skill set will develop over time. However, neither the anesthesia residency nor the subsequent fellowships set aside time for the basics of research. Each individual has to determine how important research is to them; it will be hard to succeed if you are averse to putting pen to paper. Like our clinical work, over time research will get easier, if you put in the time. Bear in mind that being an excellent pediatric anesthesia faculty is already a tough road, research adds steepness to that road.

So, if you are still up for finding out what lies ahead, I hope to be the park ranger that shows you the trails and keeps you safe, away from bears and cliffs.

Cheers

Name/Email	Institution	Years in Clinical Practice
Andres Bacigalupo Landa MD andresbacigalupo@hotmail.com	Texas Children's Hospital	5
Angela Muhozya MD dr.angela255@gmail.com	Jaicaya Kikwete Cardiac Institute	6
Maricarmen Roche-Rodriguez MD maricarmen.rocherodriguez@gmail.com	Nicklaus Children's Hospital	6
Maria C. Walline MD mcw9011@med.cornell.edu	New York Presbyterian Hospital-Weill Cornell	6

SMALL LEARNING COMMUNITY (SLC) 5

Senior Advisor
Jamie McElrath Schwartz
Professor of Clinical Anesthesiology and Critical Care
University of Pennsylvania Perelman School of Medicine
Associate Chief for Faculty Affairs in the Division of Cardiac Anesthesiology
Children's Hospital of Philadelphia
schwartzj5@chop.edu

BIO
Dr. McElrath Schwartz is a Professor of Clinical Anesthesiology and Critical Care at the University of Pennsylvania Perelman School of Medicine.

She has had a long-term career focus in program building, clinical leadership, and faculty development. Throughout her career she has led multidisciplinary clinical teams, critical care units, and a large successful academic division. She has particular expertise in change management and leadership of teams through crisis. Dr. Schwartz is currently the Associate Chief for Faculty Affairs in the Division of Cardiac Anesthesiology at the Children’s Hospital of Philadelphia. Her clinical practice is in cardiac anesthesiology and critical care medicine.

Name/Email	Institution	Years in Clinical Practice
Musa Bilal MD musabilal8@gmail.com	Texas Children's Hospital	4
Maria del Carmen Molina Torres MD mayca-mt@hotmail.com	Centro Pediatrico del Corazon ABC Kardias	4
Clayre Tanis-Arens DO clayre.tanis@gmail.com	Riley Children’s Hospital	5
Elizabeth Vogel MD, PhD vogel.elizabeth@mayo.edu	Mayo Clinic	4

Congenital Cardiac Anesthesia Society
A Section of the Society for Pediatric Anesthesia.

CCAS CAFE Modules

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