Learning as Leadership in Clinical Education: Craig Myers on Medicine, Mission, and Building Whitecoat
- michael267450
- Jan 8
- 3 min read
For Craig, returning to school wasn’t about adding a credential, but about refining how he leads and builds
Craig Myers, co-founder and Chief Clinical Education Strategy Officer at Whitecoat Technologies, recently completed his Doctor of Medical Science (DMSc) at Northern Arizona University. The experience allowed him to step back, challenge assumptions, and refine his leadership approach. It reinforced his long-held beliefs about mission, mentorship, and preparing clinicians for real-world patient care.
Craig’s approach reflects a belief that clinical education leadership is not about credentials alone, but about building systems that help clinicians develop judgment, confidence, and readiness for real patient care.
Why learning still matter
Craig pursued a DMSc not for advancement, but to strengthen his leadership and understand the broader systems shaping healthcare
His capstone project focused on gaps in care for people leaving correctional facilities, a transition point marked by high risk and limited support. Many return to the community without a clear plan for managing their care, including access to medications or follow-up appointments. Without a basic structure in place, they often end up back in crisis
That work reinforced a belief that has guided Craig throughout his career: systems matter, especially when lives are complex, and resources are limited
A rural beginning
Craig’s path into medicine began in West Virginia, in a coal mining community with limited healthcare access. There were no physicians nearby. A physician assistant provided care, an early example of how essential advanced practice providers can be in underserved areas
His grandfather worked in the mines and lived with black lung, a reality that shaped Craig’s understanding of how environment and health are deeply connected. His mother worked at a hospital and introduced him to respiratory therapists, and the work resonated immediately. It was practical, meaningful, and rooted in community need.
Craig began his career as a respiratory therapist and later worked at St. Vincent Charity Hospital in Cleveland, Ohio, a mission-driven hospital serving the inner city. There, he saw health disparities up close and felt drawn to do more. That pull eventually led him to become a physician assistant.
Redefining readines
Craig remembers the gap between graduating and truly feeling ready to practice. The school provided knowledge and skills, but it could not prepare him for every patient or situation
He benefited from strong mentors who offered honest feedback and space to learn through experience. Others were not as fortunate. Craig saw learners struggle without clear guidance, often unaware of their own gaps.
Over time, his definition of readiness changed. As a student, readiness meant passing exams. As a clinician and leader, it came to mean judgment, communication, and the ability to apply knowledge in real moments. Patients are not multiple-choice questions. Care requires presence, adaptability, and trust.
Why Whitecoat Technologies exist
Craig’s experiences drive his approach to clinical education and the foundation of Whitecoat.
Clinical learning environments are inherently unpredictable. Patients, preceptors, and learners all bring different variables. Craig does not see that complexity as something to eliminate, but as something that needs structure.
Whitecoat is designed to meet learners where they are and support educators with clear, intentional feedback. That structure creates clarity for learners, enables educators to provide better guidance, and leads to more confident clinicians. Ultimately, patients benefit most.
Building with intention
Craig’s leadership and product philosophy reflect the reality that education, and thus readiness, relies on coordination among all parts of the educational system.
When stakeholders align, learners gain confidence. Craig and the team build at Whitecoat by providing structure, keeping judgment human, and creating tools that simplify learning.
Looking ahead
Craig keeps Whitecoat's 2026 goal grounded: prioritize quality clinical placements and better learner experiences over growth.
If he had to choose one word for the next chapter, it would be progress. Not growth for its own sake, but forward movement rooted in purpose.
A mission that guides the work
For Craig, a mission of service, community, and faith guides his journey from rural towns to building Whitecoat. He’s committed to systems that help people.
Leadership is not about titles or credentials. To Craig, it is about staying curious, staying grounded, and helping others become ready for the moments that matter most.
If you’re thinking about how your program defines readiness or looking for clearer ways to support learners and educators in real clinical environments, Whitecoat brings structure, clarity, and real-time feedback into clinical education. Explore how the platform works and see a demo to understand what this could look like for your program.
