When I was asked to reflect about why I became a clinician-educator, a position that requires the teaching of medical students and residents both in seminars and in supervision, in addition to seeing patients and writing articles and book chapters, my first thought was that I could not imagine not doing it. Working with medical students and residents keeps me up-to-date; as they wrestle with mastering the mountain of material in medical school, they will inevitably ask me what I think about it. I learn the newest findings and current clinical practice because students ask about it. Students also ask questions that keep the focus on making the correct diagnosis, choosing the best treatment option, engaging the patient in the therapeutic process, and providing comprehensive psychiatric care.

The life of an academic psychiatrist is a busy one, with many meetings of various types, with mentees, collaborators, colleagues, and administrators, along with having papers to finish or review and deadlines to meet (or not). When I check my crowded schedule and see that small group or lecture looming ahead, I am still inspired to improve each presentation, to find a way to simplify material that I have not tried before, or find a new approach to engage my audience. When I am in front of a group, teaching them about something I know well and that I am passionate about, the time, energy, and effort all become worthwhile when I am greeted with an inspired and enthusiastic audience, who, for a few moments, can share my passion for my work. It is a wonderful privilege to teach the next generation of physicians vital psychiatric skills, and I look forward to my next teaching opportunity.