Howard Garrison Advocacy Fellow

Joanne Peterson, PhD

Joanne Peterson is Associate Professor and Chair of Anatomy at Arkansas College of Osteopathic Medicine.

Describe your interest in participating in the program:
Peterson: Throughout my career as a scientist, medical educator, and academic leader, I have become increasingly aware that many of the challenges facing biomedical science cannot be addressed solely within our laboratories, classrooms, or institutions. Decisions about research funding, workforce development, healthcare, and access to educational opportunities are shaped by legislation and public policy. Scientists and educators must therefore be prepared not only to generate and teach scientific knowledge, but also to advocate effectively for the policies and resources that allow science to advance. 

I have intentionally sought opportunities to become more engaged in professional service and advocacy. I currently serve as Vice Chair of the Equity and Advocacy Committee for the International Association of Medical Science Educators (IAMSE), where I work with colleagues on issues affecting health professions education. I also served as faculty sponsor for osteopathic medical students participating in DO Day at the Arkansas State Capitol, and watching students engage directly with legislators reinforced for me the importance of preparing future healthcare professionals to become confident advocates for science, education, and patient care. 

My professional service also includes longstanding involvement with the American Association for Anatomy (AAA), a FASEB member society. I have served on the Committee of Early-Career Anatomists and volunteered as an abstract reviewer, conference judge, and participant in the AAA Buddy Program. These experiences have demonstrated the importance of professional societies in creating communities that can collectively advance science and the interests of scientists. 

At a time when public trust in science, access to healthcare, and support for biomedical research face increasing challenges, effective advocacy is more important than ever. Scientists and educators must communicate evidence clearly, engage constructively with policymakers, and help ensure that scientific and healthcare policies benefit all communities, particularly those that have historically experienced barriers to opportunity and care. As a medical educator, I have a responsibility not only to teach future physicians the science of medicine but also to model how healthcare professionals can use their voices to advocate for evidence-based policies. 

Although I have gained leadership and advocacy experience, I recognize gaps in my understanding of the federal policy process. I want to better understand how legislation and policy decisions affect biomedical research, how federal agencies translate congressional priorities and appropriations into programs, and how scientists can engage effectively throughout that process. I am particularly interested in federal research funding, training and workforce development, and improving opportunities for individuals historically underrepresented in biomedical science. 

The Howard Garrison Advocacy Program represents the next step in my development from someone who participates in advocacy to someone who understands the process and can engage in it strategically, collaboratively, and effectively. I am eager to gain the knowledge, skills, and relationships that will allow me to become a stronger advocate for biomedical science and the people it ultimately serves. 

How do you plan to use the knowledge and experience gained through your participation in the Howard Garrison Advocacy Program?
Peterson: I plan to use the knowledge and experience gained through the Howard Garrison Advocacy Program at three interconnected levels: with students and faculty at my institution, through my professional societies, and in my own continued advocacy. 

As an anatomy department chair and medical educator, I have opportunities to help faculty and future physicians understand how public policy influences biomedical research, education, and patient care. I hope to create opportunities for students and colleagues to feel more comfortable engaging in advocacy, building on my experience sponsoring medical students who participated in DO Day at the Arkansas State Capitol. I want students to see advocacy as an extension of their professional responsibility rather than something separate from their careers in medicine. 

I also plan to apply what I learn through my professional service. As Vice Chair of IAMSE’s Equity and Advocacy Committee, I can bring a stronger understanding of federal science policy and effective advocacy strategies to initiatives serving the health professions education community. I also intend to remain actively involved with the American Association for Anatomy and pursue opportunities to support its advocacy efforts. 

Ultimately, I hope to become a resource for colleagues and trainees who want to engage in advocacy but may not know where to begin. By sharing the knowledge, strategies, and relationships developed through this program, I can extend its impact beyond my own professional development and help cultivate a broader community of scientists, educators, and future physicians prepared to advocate effectively for biomedical science. 

Using no more than 250 words, describe your research as you would to a non-scientist.
Peterson: My research career has evolved considerably, but the question at its center has remained surprisingly consistent: How can we use science to help people? 

I began my career as a cell biologist studying how cells communicate during wound healing. My doctoral research focused on the cornea, the clear surface at the front of the eye, and the chemical signals that tell its cells when to grow, move, and repair an injury. Understanding these signals can help scientists better understand why normal healing occurs— and what may happen when that process goes wrong. 

As my career shifted from the laboratory to medical education, my research questions shifted with it. Today, much of my research focuses on how we prepare future physicians. I study how different educational experiences affect medical students' learning, performance, and transition into the demanding environment of medical school. I have examined approaches such as the impact of anatomy programs offered before medical school starts and different ways of structuring the anatomy laboratory experience. I also mentor medical students as they develop and conduct their own research. 

Although studying cells and studying medical education may seem very different, I see them as parts of the same mission. Biomedical research helps us understand the human body and disease; education research helps us determine how best to prepare the people who will apply that knowledge. Ultimately, my goal is to use evidence to improve how we understand, teach, and practice medicine. 

Briefly describe any past or present participation in additional career exploration activities, experiences, and/or programs.
Peterson: My career development has included opportunities to explore leadership, medical education, research, and professional service. I am currently an IAMSE Fellow, an experience that provides structured professional development and opportunities to engage with leaders in health professions education. Since 2019, I have also served as National Faculty for the National Board of Osteopathic Medical Examiners (NBOME), which has broadened my understanding of assessment and the role of national organizations in medical education. My professional society involvement has provided additional opportunities to explore leadership and service, including committee work with the American Association for Anatomy and my current role as Vice Chair of IAMSE's Equity and Advocacy Committee. Within my institution, serving as an anatomy department chair and previously as Interim Associate Dean of Preclinical Medicine has further expanded my interest in academic leadership and how institutional, professional, and public policy decisions influence biomedical education and research. Collectively, these experiences have encouraged me to continue exploring advocacy and science policy as an extension of my career in biomedical science and medical education.

Joanne Peterson is a member of American Association for Anatomy.