Reflections on Ethical Leadership These alumni are just a few of the many MFS graduates recognized as leaders in their specialties. We asked them to share their personal leadership styles, as well as their thoughts on how to remain ethical in positions of power. Whether they are standing up for civil rights or breaking the glass ceiling, alumni bring the lessons they learned at MFS with them into the workplace.
Ted Kreider ’06 • B.A., M.S. University of Pennsylvania • M.D.-Ph.D. Candidate, Perelman School of Medicine at the University of Pennsylvania How would you describe your day-to-day work? I am currently pursuing an M.D. and a Ph.D. with the hope of becoming a physician-scientist. I spend some days in the lab studying HIV immunology and vaccines, while I spend others in the hospital caring for sick patients. During my training, I have also become involved in developing medical school curricula, and I am a fellow at the Penn Medicine Program for LGBT Health. I am currently establishing an outreach program for LGBT-identified youth called Out4STEM (Science, Technology, Engineering, and Math). Four years ago, I could not have predicted that I would be involved in the variety of projects that I am currently spearheading, but each one holds a lot of meaning for me. What are you most passionate about in your line of work? Everything. I have had the extremely good fortune of loving every aspect of my training and all of my extracurricular activities. And nothing is more fulfilling than identifying a problem (a disease, access to education, or social inequality) and devoting yourself to fixing that problem. My thesis work involves studying the immune response against HIV-1 in hopes of developing new vaccination strategies. Over the course of my Ph.D. program, I have worked with collaborators across the country and around the globe to address this major international health problem. And while studying HIV has been fulfilling from the beginning of my training, I have also encountered new passions throughout the years. When I was a second-year medical student, I discovered that medical school curricula lacks representation of LGBT populations in its basic science training. After some research and discussions with many passionate experts in LGBT health, I realized that we could easily expose first-year medical students to the health problems that their transgender patients would present with. I proposed a Trans Health Symposium, and that same year the Endocrinology course directors implemented a three-hour lecture series on transgender health and tested first-year medical students on the material. The success with which we have seamlessly integrated health education regarding a vulnerable and often marginalized patient population still drives me today. I’m currently working to publish our curriculum so