David A. Connett, DO, FACOFP, dist., Dean, Des Moines University College of Osteopathic Medicine
President-Elect, American College of Osteopathic Family Physicians
This blog series, where we will explore topics that support the growth, success, and engagement of osteopathic family physicians, students, residents, and educators.
Can you share the career path that led you to your current academic role as Dean?
My career has included leadership roles across clinical practice, graduate medical education, hospital administration, military medicine, and academic medicine. Prior to becoming Dean of the Des Moines University College of Osteopathic Medicine, I served at Western University of Health Sciences from 2007–2024 in progressive leadership positions including Associate Dean, Vice Dean, Interim Dean, and Chief Medical Officer. Earlier in my career, I served as Chief Medical Officer at Garden City Hospital (2003–2007), Medical Director for Exempla Healthcare (2000–2003), and Medical Director and Program Director of a Family Medicine Residency Program (1993–1999). My clinical experience includes family medicine and emergency medicine practice with the Southern California Permanente Medical Group (1991–1999), as well as service in the United States Air Force, where I practiced family medicine, emergency medicine, and aerospace medicine and held leadership positions including Chief of Aerospace Medicine.
What does a typical day look like for you in academic medicine?
No two days are exactly alike, which is one of the aspects of academic medicine I enjoy most. A typical day includes meetings with faculty, students, university leadership, clinical partners, and community stakeholders. On average, I participate in approximately eight meetings per day focused on medical education, strategic planning, accreditation, faculty development, student success, and graduate medical education expansion.
Do you still maintain a clinical practice? If so, how do you balance it with your academic responsibilities? If not, what led to your decision to stop seeing patients?
I no longer maintain an active clinical practice. After relocating from California and assuming increasingly demanding executive leadership responsibilities, I made the decision to focus my efforts fully on academic medicine. Prior to stepping away from clinical practice, I had the privilege of caring for patients for more than four decades while simultaneously serving in academic leadership roles.
What are some challenges you face balancing academic responsibilities with patient care?
While I am no longer involved in direct patient care, balancing clinical responsibilities with academic leadership was always challenging. Success required careful prioritization, effective delegation, and a commitment to maintaining excellence in both patient care and educational responsibilities. The experience provided valuable perspective on the competing demands faced by many physician educators.
How has your practice changed since you started working in an academic setting?
My clinical practice has since concluded; however, my involvement in medicine continues through medical education, faculty development, and mentoring future physicians. Today, my focus is on helping students develop the knowledge, skills, and professional attributes necessary for successful residency training and patient care.
How do you manage your time between research, teaching, and seeing patients?
Throughout much of my career, balancing clinical practice, teaching, research, and administrative responsibilities required disciplined time management and a strong commitment to lifelong learning. Prioritization, organization, and the ability to focus on the task at hand were essential to maintaining effectiveness across these multiple roles.
What do you think are the biggest rewards of working in academic medicine?
The greatest reward is witnessing the transformation of students into physicians who are prepared to care for patients and serve their communities. Over nearly three decades in medical education, I have had the privilege of contributing to the training of thousands of medical students, residents, and physicians. Knowing that those individuals will positively impact countless patients throughout their careers is both humbling and deeply rewarding.
How has working in an academic environment influenced your professional growth?
Academic medicine has strengthened my leadership, communication, and strategic planning skills while providing opportunities to influence the future of the profession. The leadership foundation I developed through military service and healthcare administration has been further refined through the challenges and opportunities of academic medicine.
Do you find that students and residents impact the way you practice medicine? If so, how?
Absolutely. Students and residents continually challenged me to remain current with the medical literature and ensure that what I taught reflected evidence-based medicine and accepted standards of care. Their questions often prompted deeper reflection and reinforced the importance of lifelong learning.
What advice would you give to medical students considering a career in academic medicine?
I encourage students to consider academic medicine as a rewarding career pathway, particularly after establishing a strong clinical foundation. Developing expertise as a practicing physician, seeking leadership opportunities, and gaining experience in teaching and mentoring are important steps. Academic medicine offers a unique opportunity to multiply your impact—not only through the patients you care for directly, but through the many future physicians you help educate and inspire.
Learn more about Dr. Connett: https://acofp.org/about/about-acofp/bio-detail/david-a.-connett
