Michael Adams MD Clinician Educator Track (MACE)

Our Mission

The purpose of the Michael Adams MD Clinician Educator Track (MACE) is to provide a standardized curriculum for residents interested in Academic Medicine and a career as a clinical educator.

Residents enrolled in the Internal Medicine Residency Program at MedStar Georgetown University Hospital.Interested Internal Medicine residents apply during their intern year and join the track during their PGY2 year, and Internal Medicine and Pediatrics residents apply during PGY2 to join as PGY3s. Residents will participate in a longitudinal two-year didactic curriculum during their clinic/elective blocks. Additionally, they will complete a capstone project related to a medical education topic of their choosing, develop close mentoring relationships with faculty, and engage in a community of educators during their didactic sessions. Lastly, participants will gain important firsthand teaching experience throughout the program and will rotate on a dedicated teaching elective.

The love of teaching is deeply built into the culture at Georgetown. The program is named in honor of Dr. Michael “Mike” Adams, Georgetown’s former Internal Medicine Program Director, who inspired countless medical students and residents at Georgetown through his energetic and compassionate teaching and leadership. Dr. Adams was truly a skilled clinical educator whose impact continues to live on at Georgetown.


Graduates from the Internal Medicine Residency Program at MedStar Georgetown University Hospital.


To foster the development of residents as educators and leaders via didactics, hands-on teaching experiences, scholarship, and close mentorship in order to become confident and effective clinical educators.

Residents enrolled in the Internal Medicine Residency Program at MedStar Georgetown University Hospital.

Track Components

The Michael Adams Clinician Educator Track (MACE) has four components over two years of residency:

  1. Two-year longitudinal curriculum that includes didactic lectures, small group sessions, external lecturers, and journal clubs

  2. Clinical Teaching Experiences

    • Leading Morning Report sessions, Chalk Talks, and a third-year teaching elective

  3. Capstone Project

  4. Faculty Mentorship


Resident/Alumni Testimonials 

Cassandra Libbing

“MACE has provided me with great training and resources to gain confidence in teaching as well as creativity. I’ve also loved growing as a community with my co-residents who are passionate about teaching; they inspire me with new ideas and ways to approach adult learning. MACE has helped jumpstart my career in academic medicine!”

Cassie Libbing, PGY3, MACE


Sam Kareff

“MACE was instrumental in both my nascent sub-specialty of Hematology/Oncology as well as my core specialty of Internal Medicine. The skills I gathered from the program serve me on a daily basis with both learners and patients. I genuinely attribute the ability to convey difficult treatment plans as well as clinical pearls to many of the techniques we practiced throughout our MACE experience. I'm very thankful to have had this formative experience during my residency!”

Sam Kareff, MACE Class of 2021

Kaitlyn Dykes

“MACE was a wonderful experience that introduced me to the theory of graduate medical education and offered the opportunity to practice hands on teaching experiences. As part of the program, I worked on two projects with IRB exemption and was able to see various steps of the med-ed reach process through these two projects. Also, as part of the program I was able to develop and receive feedback on chalk-talks, a skill I use in my day-to-day clinical practice regularly. MACE has helped to facilitate my ongoing activity in medical education, which I hope to continue in various capacity throughout my burgeoning medical career. Finally, through MACE I made long-lasting relationships with mentors and my peer residents in the program! Overall MACE is a great experience and one of my favorite residency endeavors”

Kaitlyn Dykes, MACE Class of 2022

Capstone Project examples from recent years:

  • Integrating social medicine into morning report
  • Revitalizing the intern survival guide, a needs assessment
  • Guiding student self-directed learning for the internal medicine shelf exam
  • Rheumatology education for IM residents
  • Palliative care education in residency
  • Third year medical student perceptions of oral presentation skills
  • Intern Management Curriculum
  • A needs assessment for a procedure curriculum in the MGUH Internal Medicine Residency Program
  • Third year medical student perceptions of oral presentation skills
  • The value of Virtual education: Is virtual problem-based learning an effective method of teaching clinical reasoning to medical students?
Residents enrolled in the Internal Medicine Residency Program at MedStar Georgetown University Hospital.
Residents enrolled in the Internal Medicine Residency Program at MedStar Georgetown University Hospital.


Virginia Malatack

Virginia Malatack, MD



Virginia Malatack is an Assistant Professor of Medicine at Georgetown University. She completed medical school at Jefferson Medical College in Philadelphia and residency at Baylor College of Medicine in Houston. She is a member of Phi Beta Kappa and Alpha Omega Alpha. Dr. Malatack has had the privilege of directing MACE since it started in 2019, and it remains one of her absolute favorite parts of her job. She has enjoyed watching both the residents and track grow. Dr. Malatack’s interests include professional development for students, residents, and colleagues, and medical care in life limiting illnesses. She is the medical director of the 2 North intermediate care unit, course director for the medical student clinical skills course, and she serves on the steering committee for inpatient hospice at Medstar Georgetown.

Kerry Benton

Kerry Ryan Benton, MD



Kerry Benton is originally from the suburbs of New York City before moving south to the DC region. She started as an undergraduate at Georgetown University before continuing at Georgetown for medical school. During this time, she developed an interest and passion for medical education. She then stayed as an internal medicine resident and chief resident at Georgetown, participating in the inaugural year of MACE during her PGY3 year. She then had the privilege to join MACE as a co-director when she became a hospitalist and an Assistant Professor of Medicine at Medstar Georgetown University Hospital. She also serves as a co-director of the Certificate of Excellence in Quality Improvement/Patient Safety for IM residents, a member of the residency Clinical Competency Committee, a physician Co-lead of the CLABSI Council, and is a member of AOA.

Stephanie Cardella

Stephanie Cardella, MD



A native of the DC area and Georgetown School of Medicine graduate (‘11), Stephanie Cardella is an Assistant Professor of Medicine at Georgetown University and Associate Program Director for Inpatient Medicine for the Internal Medicine Residency Program. Dr. Cardella was first introduced to the idea of “residents as teachers” during her internal medicine residency and chief residency at the University of North Carolina, Chapel Hill. There she had the opportunity to participate in a teaching course led by master clinician educators as well as become a member of UNC’s Academy of Educators. Dr. Cardella has the privilege of co-directing the MACE track and serves as director of the Argy Teaching Elective for the residents, through which all the MACE residents rotate during their third year. She also serves on the Clinical Competency Advisory Committee for the residency. On the hospital side, Dr. Cardella is the medical director of the Bles 4 medical/surgical unit. She is a member of the MedStar Georgetown Provider Patient Experience Advisory Council and a regional Co-Chair of the MedStar Hospital Medicine Tonic Patient Experience Survey Project.