I am an academic general internist dedicated to training the next generation of internal medicine (IM) physicians to meet ever changing needs of their patients. I trained at Georgetown University Hospital (2007-2010) and since my chief resident year have fallen in love with designing experiential curricula that show trainees how to help their patients navigate our vast and confusing health care system. I joined the faculty at Georgetown as a primary care physician and preceptor of IM residents in their continuity clinic. There I was heavily involved in running the IM residency program as an associate program director for evaluation and outcomes. Since coming to UVA in 2015, I have similarly taken care of my own panel of primary care patients (from the unhoused of Charlottesville to rural farmers to deans and CEOs) and supervised IM residents guide their continuity patients with no insurance or health literacy through their health journeys. Working with this safety-net population, I frequently noticed gaps in care for our patients that matched with curricular needs for our trainees then turned them into clinical programs that enhanced both access and quality of care as well as train a workforce that meets our populations’ needs. After focusing at the medical school on coaching clinical skills and implementing a four-year longitudinal patient partnership for chronic illness care to mentor professional identity formation, I shifted focus to graduate medical education as an associate program director for the IM residency where I now run the ambulatory curriculum and direct the primary care track. I mentor trainees to gain the clinical experience for their individualized career goals in the practice setting that will best meet patient needs including coaching clinical skills, mentoring scholarly projects, and advising the job search process. I teach each cohort of residents about navigating health insurance, medical education assessment, new clinical guidelines, addiction medicine, pre-operative risk evaluation and optimization, social determinants of health, disability, and the next new curricular need to adapt to clinical care demands. I have continually sought to improve my teaching and curricular design skills through faculty development courses locally and nationally.