Ashley Nwamaka Nnorom, PA-C, discovered a path in academia through the program’s mentorship, curriculum training, and professional development opportunities.
Ashley Nwamaka Nnorom, PA-C, had spent nearly a decade as a hospitalist physician assistant (PA), caring for patients in communities across the country. But when she began working in the clinical skills lab for the University of Maryland School of Graduate Studies’ PA program, a new curiosity took root. She wanted to know how she could influence PA training and improve the educational journey for future clinicians.
When she saw an announcement for the Physician Assistant Leadership and Learning Academy (PALLA) Faculty Fellowship, Nnorom decided to apply.
We spoke with Nnorom about her fellowship experience, the skills she developed, and how the program has shaped her path as an educator.
How would you describe your overall experience in the fellowship?
I’ll be honest: I didn’t have any expectations going in. I didn’t reach out to anyone beforehand or try to understand what it would be like. Looking back, I think that worked to my benefit. It’s an intense program, but you learn so much in a short time.
As a former PA student, I initially viewed PA education exclusively from the student perspective. This program opened my eyes to the teacher’s perspective. Being part of a cohort with people who have been teaching and practicing longer than I have was an incredible opportunity to learn and grow. Now in its seventh year, the 10-month fellowship helps practicing PAs explore careers in higher education through virtual seminars, workshops, and one-on-one mentorship. Fellows gain experience in curriculum design, inclusive pedagogy, instructional strategies, simulation, and academic leadership, with the option to earn graduate credit toward a Doctor of Medical Science (DMSc) degree.
What specific skills or knowledge did you gain that you didn’t have before?
I learned about curriculum analysis, picked up the academic jargon and concepts that come with it, and learned to be mindful of my students and myself. I gained skills in building questions and answers and understanding all the elements that go into creating a curriculum. Before the fellowship, I wasn’t aware of any of this, so it was a great opportunity.
Can you share a moment or project during the fellowship that was particularly impactful for you?
During the program, I developed a scholarly article on the globalization of the PA profession and education. As PAs, it can sometimes feel limiting because there isn’t a clear pathway to practice or teach abroad. This project was exciting because my mentors were genuinely interested in my ideas and helped me develop them, guiding me through the research process.
While my article hasn’t been published yet, I’m continuing to work on it with others who have presented on this topic. The project is still in progress, partly because my mentor — who is a PA opening his own practice in Cameroon — has been focused on that work over the summer. We plan to reconnect next month to move it forward.
How did the fellowship help you grow as an educator?
The fellowship gave me a perspective on the student experience. I wasn’t the most excited about my own experience in PA school. Now that I know more, I can see areas where it could have been improved. That awareness, combined with the challenges of the program, helped me grow as an educator in ways I haven’t been challenged in a long time.
What was it like participating in the virtual seminars and workshops?
It was valuable to learn the material and see how people in the real world apply it. I enjoyed being able to bounce ideas around and hear different perspectives. Often, I found myself thinking, “I never even considered that,” which made the experience even more engaging.
Have you been able to apply anything from the program in your current role as adjunct faculty member?
Yes. This summer, I’ve been grading OSCEs and the fellowship influenced how I approach that process. It made me think more carefully about how we word what we’re asking for in the rubric. Sometimes it can come across as “do this” or “do that,” but I’ve learned to frame it in a way that offers another perspective and makes it clearer for our graduate students to understand.
Were there any unexpected benefits or outcomes from your participation in the fellowship?
Through the fellowship, I had the opportunity to attend a PA conference this past May. There, Gerald Kayingo, PhD, MMSC, PA-C, and Cara Felter, PT, DPT, PhD, MPH, introduced me to one of Dr. Kayingo’s colleagues. I shared my fellowship research with him, and he connected me with others doing similar work. Networking has always been something I’ve thought about, but completing my research with mentorship gave me the confidence to make those connections. Now I’m building relationships with people already working in this area.
How did the mentorship component influence your professional growth?
As PA students, we’re taught almost exclusively from a clinical perspective. I don’t think my professors ever talked about careers in academia. Through the mentorship component, I learned that there are so many other options and opportunities. It’s just a matter of identifying your interests, researching, and finding your passions. It reignited the idea that my career shouldn’t be limited to clinical work. There’s so much more out there.
What advice would you give future applicants or incoming fellows?
Go in willing to learn and keep an open mind. I’ve worked in hospital medicine for the last 10 years, and my schedule is week on, week off. I joked with Dr. Felter that during the fellowship, it felt more like five days on and nine days off, because there were so many great articles and resources to read and process. Give as much of yourself to the experience as you can, because there’s a lot of space to learn and to network.
If you’re a physician assistant interested in transitioning into academia, learn more about the PALLA Faculty Fellowship and how it could shape the next chapter of your career.