Turning Health Administration Classroom Lessons Into Real-World Health Care Impact

Jun 9, 2026 | School

Titus Kong, MHA

Titus Kong, MHA

Titus Kong, MHA, is an alumnus of the Master of Health Administration (MHA) program at the Icahn School of Medicine at Mount Sinai. The MHA program prepared him for a career as an Operations Supervisor in Mount Sinai’s Emergency Department.

Mr. Kong started his higher education journey studying Organizational Psychology at Baruch College. He completed his undergraduate degree in 2022 and began looking for Human Resources positions around New York City.

He worked as a line cook, waiter, and server at various restaurants, where he discovered that he enjoyed serving people. Mr. Kong’s next role was at Gentile Retina, an ophthalmology clinic run by the New York Eye and Ear Infirmary of Mount Sinai. He worked there for two years, gaining useful clinical experience. Mr. Kong enjoyed interacting with patients and found that they enjoyed his dedication to providing a positive care experience for them.

“I had a lot of fun interacting with the patients at Gentile Retina. They enjoyed the service and dedication that I provided. It felt fulfilling to address their needs and concerns.”

Mr. Kong wanted to expand his career and began looking into graduate programs. He noticed that the Icahn School of Medicine had an MHA program. He found that this program aligned with what he was looking for professionally. He discovered that some of the doctors he worked with were professors at Mount Sinai, which inspired him to apply. He only applied to the MHA program at the Icahn School of Medicine; he says it was that program or nothing.

Mr. Kong also has a personal connection to The Mount Sinai Hospital—he was born there.

Upon joining the program, Mr. Kong found two courses to be particularly impactful during his studies. The first was Health System Operations and Program Management, taught by Victoria Ellsworth, MHA, who now serves as his advisor. The course provided a comprehensive overview of health care operations across a variety of care settings, including inpatient and ambulatory operations, quality and safety, patient experience, supply chain management, health care facilities, emergency management, and the relationship between operations and finance. The course gave Mr. Kong a practical understanding of how different hospital departments work together, preparing him to coordinate teams and drive operational improvements in a fast-paced emergency care environment.

The second course that had a lasting impact on him was Population Health and Managed Care, taught by Robert Fields, MD, MHA. The course explored the ongoing shift toward population health management and value-based care across the U.S. health care system, examining the clinical, financial, organizational, and analytical strategies required for health care organizations to succeed in an evolving landscape. Through the course, Mr. Kong developed an understanding of health care utilization trends, value-based payment models, risk management, and the importance of delivering high-quality care while maintaining financial sustainability.

He appreciated how the MHA program paired each student with a mentor. His mentor was Maya Ayoubi, MHA, a former member of the Patient Operations Team at Mount Sinai. He was inspired by Ms. Ayoubi’s dedication to improving processes and her advice to him; say yes to everything and to take on challenges to gain experience. Mr. Kong felt that Ms. Ayoubi understood his goals and helped him accomplish them during the program.

He credits David Feldgofel, MHA, Associate Director of the Emergency Department at The Mount Sinai Hospital, as an important mentor during his internship. This relationship has continued as Mr. Feldgofel is now his direct supervisor. Mr. Kong also found the MHA program staff to be helpful during his time as a student.

“The community that Mount Sinai builds is unique compared to other schools. Everyone wants to see you succeed. Faculty help you create connections to people and resources from the Health System to enhance your studies.”

Mr. Kong believes the most valuable part of his experience was learning from professors that are working professionals, often within the Mount Sinai Health System. He appreciated their in-depth knowledge and ability to relate classroom concepts to real-life applications. His training in the MHA program is invaluable in his current role as Operations Supervisor in the Emergency Department, where he regularly applies concepts related to workflow optimization, process improvement, and cross-functional collaboration.

Flexibility was an important part of the program for Mr. Kong, since he continued his work at Gentile Retina while completing his MHA at Mount Sinai. He was able to finish the program in just one year.

“The Mount Sinai MHA program offers both online and in-person classes. This is extremely helpful for students working full-time. The flexibility here is great compared to other graduate programs.”

Mr. Kong completed the program in 2025 and is now the Operations Supervisor in the Emergency Department at The Mount Sinai Hospital. He heard about the role from Ms. Ellsworth. He began as an intern in the Emergency Department, where he noticed the workflows and processes could use improvement.

“Mount Sinai is great at providing student opportunities. We receive a lot of emails from faculty with available internships. That’s how I found the role within the Department of Emergency Medicine.”

He was able to help identify the root issues in the Emergency Department and take steps to rectify the problems. Mr. Kong utilized lessons from his MHA courses, particularly related to concepts such as project management and data analysis. He now understands how operational decisions within the Emergency Department fit into larger health system goals, allowing him to approach challenges with both patient outcomes and organizational performance in mind. In addition, he also learned how to partner and communicate with staff in the department, specifically to help them understand why operational changes are necessary and what the positive results will be for them.

Mr. Kong plans to continue working at the Emergency Department and developing his career further at Mount Sinai.

 

Learn more about the Master of Health Administration (MHA) program at Mount Sinai

Public Health Research Day 2026 Showcases Student Innovation, Collaboration, and Career Inspiration at Mount Sinai

Updated on May 28, 2026 | Featured, Research, School

A photo of winners Saarim Qureshi, MPH, Annum Jaffer, MPH, Tina Chen, MPH, and Program Director Dania Valvi, MPH, PhD, MPH

From left: Winners Saarim Qureshi, MPH, Annum Jaffer, MPH, Tina Chen, MPH, and Program Director Dania Valvi, MPH, PhD, MPH

Public Health Research Day, hosted by the Graduate Program in Public Health, recently celebrated student research from the master’s programs in the Department of Public Health at the Icahn School of Medicine at Mount Sinai.

The event, held Thursday, May 21, began with two keynote speakers who are both alumni of Mount Sinai. The first was Hannah Thompson, MD, MPH, an Assistant Professor of Environmental Medicine and Public Health at the Icahn School of Medicine at Mount Sinai and physician at the Selikoff Centers for Occupational Health. Dr. Thompson specializes in occupational medicine and care for patients in the World Trade Center Health Program. She earned her Master of Public Health through Mount Sinai’s MD/MPH training pathway.

The second keynote speaker was Kshitij Sachdev, MS, a graduate of the Master of Science in Epidemiology program at the Icahn School of Medicine at Mount Sinai and is currently pursuing a PhD in Epidemiology at the University of Iowa. His academic and research interests focus on epidemiology, environmental health, and population-based public health research, with experience contributing to interdisciplinary studies on environmental exposures and disease risk.

In his address, Dr. Thompson told the students that her MPH training gave her insight into public health, policy, and environmental medicine, which are all areas not included in her medical education. She also mentioned that working in public health provides a strong sense of purpose that is inspiring.

Mr. Sachdev explained how his training in the Master of Science in Epidemiology program prepared him to advance to a PhD program. He also emphasized the importance of networking in this industry and reminded the students that Mount Sinai is a great place to make connections. Students were able to ask both speakers questions about their experiences.

An image of Tina Chen, MPH, discussing her presentation

Tina Chen, MPH, discusses her presentation

The students then moved on to their lightning round presentations. Each student had two minutes to present a high-level overview of their research to our faculty, their peers, and prospective students. Faculty members scored the students based on criteria about the presentations.

The next stage of the event featured students presenting their research on posters in the Annenberg lobby. Other students, prospective students, and members of the Mount Sinai community gathered to see what our students created. There were lively discussions as participating students proudly explained their work.

“My professor, Mayaan Yitshak-Sade, taught me how pollution negatively impacts health outcomes over time if not addressed. This encouraged me to learn more about this and to help others understand the long-term health effects of pollution,” said Bahra Aldolapour, a Master of Science in Epidemiology student.

A photo of Justice-Keith Little, MHA

Justice-Keith Little, MHA, stands beside his presentation

Trang Dao, a Master of Public Health student, recommends taking advantage of connection opportunities at Mount Sinai.

“Get out there and speak to faculty while you’re a student. Your interests matter, and you never know who you could end up working with on research,” she said. “For example, I was able to utilize data from Mount Sinai for my research about cultural barriers to cervical care screening among East and Southeast Asian women in the U.S. There are so many opportunities for cross collaboration at Mount Sinai.”

“I’m sad that the program is nearly over. Working with my cohort and the faculty at Mount Sinai has been incredible. My time here has inspired me to continue expanding access to care for ALS patients, and I look forward to staying involved in this community,” said Justice-Keith Little, a Master of Health Administration student.

The day ended with faculty giving out awards to students based on their presentation scores. The winners included:

  • Best Abstract: Tina Chen, MPH
  • Best Online Oral Presentation: Annum Jaffer, MPH
  • Best In-Person Poster Presentation: Saarim Qureshi, MPH
Learn more about the master’s programs in the Department of Public Health

Spearheading Precision Education: Improving Communication in Medical Training

Updated on May 18, 2026 | Artificial Intelligence, Featured, OB/GYN, Primary Care, School

A recording device is being used to improve communication between medical residents and preceptors at Mount Sinai.

Precision medicine, which uses an individual patient’s genetic information to tailor treatment, has shown evidence of improving outcomes, particularly for those who don’t respond well to standard treatment. Mount Sinai educators are now exploring whether the same concept of precision can be applied to the way medical training is carried out, leading to improvements in learning efficiency.

Just as no two patients are the same, teachers and learners all differ in the way they teach, mentor, learn, and process information. A team of medical educators at the Icahn School of Medicine at Mount Sinai is developing a framework for “precision education,” leveraging artificial intelligence (AI) to establish evidence-based metrics for how mentors and trainees operate in a learning setting.

The project leverages new technologies, including AI analysis, to analyze the human-defined metrics of how patients, residents, and their attendings/preceptors communicate. A goal is to study communication patterns and explore whether certain approaches are associated with differences in patient engagement or care outcomes. Residents and their preceptors would then use these insights to try to adjust their communication styles to better match those of the people they are interacting with.

“Precision education is a relatively new concept—it started to be discussed in the post-COVID era—and in a sense, builds on the success of precision medicine,” says Deborah Edelman, MD, Associate Program Director of the Internal Medicine Residency, Mount Sinai Morningside-West.

Deborah Edelman, MD, Associate Program Director of the Internal Medicine Residency, Mount Sinai Morningside-West

“When people start residency, they don’t all start with the same levels of information, and they don’t all take the same journey to get to the end,” says Dr. Edelman. Almost all teaching programs—in medicine and other fields—aim to account for the middle of the bell curve. “Wouldn’t it be great if we can target all parts of the curve and help everyone maximize education?”

The framework that Dr. Edelman’s team is building is backed by a $1.1 million grant from the American Medical Association (AMA), which has tasked 11 institutions to develop precision education systems over four years. The grant program stems from AMA’s ChangeMedEd initiative, aimed at innovating medical education across the United States.

Linking communication styles to outcomes

Assessing the effectiveness of residency training starts with examining how feedback occurs. Currently, this is conducted with feedback forms.

“It works fine, but there are definitely areas for improvement,” says Dr. Edelman. “It can be biased—affected by whether a trainee likes the faculty member or not. The feedback is very subjective and variable, and if multiple suggestions conflict, it makes it hard for the faculty member to know what to change or improve.”

The team from the Icahn School of Medicine, as part of its AMA grant proposal, has designed a system that uses a recording device, such as a cell phone secured with HIPAA protections, to capture how residents interact with patients, and how residents discuss that patient interaction with their attending mentors.

That information is deidentified and parsed out by a large language model into structured variables relevant to the mentor, trainee, and patient. These could include:

  • Linguistic: talk time balance between parties, interruptions, word complexity, or sentence length
  • Patient outcomes: medication adherence, preventive care uptake, or visit adherence and continuity
  • Faculty assessment: Accreditation Council for Graduate Medical Education surveys, or narrative feedback
  • Demographic: race, gender, language preference, or socioeconomic status

“The idea is to gain actionable insights into how people communicate, and see how different combinations of variables are linked to patient outcomes,” says Dr. Edelman, who is also Associate Professor of Medicine (General Internal Medicine) at the Icahn School of Medicine. “When we have a collection of metrics, we can start to form phenotypes of how a person communicates, and from that point, it’s easier to see what works and what has room to improve.”

An overview of the Mount Sinai proposal for its precision education system, which uses ambient listening to improve communication skills (click here to view a larger image).

It’s important to highlight that the framework isn’t meant to cast judgment on any one communication style over others, notes Dr. Edelman. The framework is meant to demystify the process of communication by linking it to results, and to acknowledge the individual nature of each teacher, learner, or patient.

Scaling from Mount Sinai to nationwide

A pilot is underway to test the ambient listening system with Mount Sinai residents in OB/GYN and internal medicine programs. The pilot is born from a collaboration between the Departments of Artificial Intelligence and Human Health, Graduate Medical Education (GME), Digital and Technology Partners, and the various clinical departments at Mount Sinai to ensure patient information is handled safely and ethically.

“Our programs care for some of New York City’s most underserved populations, and we are committed to developing tools to advance health equity,” says Dr. Edelman.

Andrea Schecter, MD, Medical Director, Ambulatory Practices, Raquel and Jaime Gilinski Department of Obstetrics, Gynecology and Reproductive Science, Mount Sinai Health System (right), with Madeleine Reznik, MD, PGY-2 Internal Medicine resident, Mount Sinai Morningside and Mount Sinai West (left), trialing a precepting session with a recording device as part of the proposed precision education framework. As residents engage in their one-on-one sessions with their preceptors, their communication styles are recorded and analyzed by large language models.

Dr. Edelman (right) is in the process of assessing ideal recording setups for different interaction types, such as using an external microphone in a trial precepting session with Alexandria Still, MD, PGY-4 Internal Medicine and Chief Resident, Mount Sinai Morningside and Mount Sinai West (left), to improve recording quality.

A road map for the four years has been drawn out, with system development and testing in the first year. This will be followed by a staggered rollout and data collection in the second year, system refinement and data analysis in the third year, and scaling for dissemination to GME programs across the country in the final year.

“Precision education could be a big step for medical education, just as precision medicine has been for patients,” says Dr. Edelman. “Everybody wants to feel seen and heard. And when we have a system that is set up to listen to them and ties their communication to evidence-based metrics, nobody has their time wasted.”

Preparing for Medicine Through Research, Service, and Community at Mount Sinai

Updated on May 19, 2026 | Featured, School

A portrait of Daarayan Halatai in the lab at Mount Sinai

Daaryan Halatai

Daaryan Halatai is a first year student in the Master of Science in Biomedical Science (MSBS) program at the Icahn School of Medicine at Mount Sinai.

In this Q&A, he explains why he chose Mount Sinai and how his training program is preparing him to apply to medical school.

“My time at Mount Sinai has been a meaningful experience that has strengthened my passion for medicine and allowed me to be part of a community committed to caring for patients,” he says.

What is your academic and career background?

I graduated from Virginia Commonwealth University in 2024 with a major in Professional Sciences, concentrating in Biology, and a minor in Psychology. During my time at VCU, I built a strong foundation across different areas of science and applied that knowledge through summer research in the laboratory of Lauren Cowart, PhD. I was also involved with organizations such as the American Chemical Society at VCU, where I participated in weekly discussions and activities related to chemistry principles. Before enrolling at Mount Sinai, I worked as a clinical technician in the Emergency Department at Inova Fair Oaks Hospital in Fairfax, Virginia, which gave me valuable hands-on experience in the medical field.

What first attracted you to this field?

What attracted me to the medical field is my desire to help people during some of the most difficult moments of their lives. I have always been drawn to science and medicine because they give an understanding of disease on a deeper level while combining problem-solving, compassion, and lifelong learning. To me, the medical field is a place where I can serve others, continue growing as a student of science, and make a meaningful impact.

Why did you choose to study at the Icahn School of Medicine?

After graduating from VCU, I wanted to strengthen my medical school application by continuing to grow academically while gaining more research and clinical experience. When I first spoke with Program Director Jose Silva, PhD, about the MSBS program, he explained that the Icahn School of Medicine would provide the opportunities I was looking for, including shadowing physicians, participating in research, and earning a graduate degree in Biomedical Sciences. When I visited the campus for the first time, I was inspired by seeing physicians, nurses, researchers, and students all working within the same environment. That sense of community reflected the type of academic and clinical setting I had hoped to be part of since committing to my goal of becoming a physician.

Who are your mentors, and what is the focus of your research?

At Mount Sinai, I am under the mentorship of Louis Cohen, MD, alongside Daniela Guisado, MD, Kushal Saha, PhD, Salima Soualhi, PhD, and Katherine Cook. Dr. Cohen leads the Crohn’s Disease Stem Cell Transplant Program at Mount Sinai, which is designed for patients with severe Crohn’s disease who have not responded to traditional medical treatments. As the first program of its kind in the United States, it brings together specialists from both clinical and basic science departments. The program combines advanced patient care with translational research to help guide patients through the stem cell transplantation process. Through this work, our lab aims to better understand refractory Crohn’s disease and how stem cell transplants may improve treatment for these patients.

What has been your greatest accomplishment in the program so far?

My biggest accomplishment in the program has been excelling in my graduate course classes while also participating and being a part of organizations such as the East Harlem Health Outreach Partnership (EHHOP) and being the master’s representative for SEOS (Students for Equal Opportunity in Science)!

What activities outside the classroom have contributed to your success?

On my breaks when I get to go back to Northern Virginia to spend time with my family, I also volunteer with Great Vibe Events. This has contributed to my personal growth and success by allowing me to help organize events for adults with disabilities aged 18 and older. Through this experience, I have strengthened my communication, empathy, and leadership skills while learning the importance of creating an inclusive environment where everyone feels valued and respected. As someone pursuing a future in healthcare, this volunteer work has helped me become more compassionate and committed to serving diverse communities.

What are your plans after you complete your MSBS?

My plan after graduating from the MSBS program is to apply to medical and osteopathic schools. I also hope I can remain involved in Dr. Cohen’s research. Through my experience at Mount Sinai, I feel more prepared and confident as I enter my first application cycle.

Learn more about the MSBS program a the Icahn School of Medicine at Mount Sinai

Voices From the Class of 2026 at the Icahn School of Medicine at Mount Sinai’s Commencement

May 12, 2026 | Featured, School

Families and friends of the class of 2026 of the Icahn School of Medicine at Mount Sinai filed into the David Geffen Hall at Lincoln Center on Tuesday, May 5, to celebrate one thing: Commencement for the graduating class.

The Icahn School of Medicine granted a total of 192 degrees at the 57th Commencement: 110 MD, 54 PhD, 16 MD/PhD, 4 MD/MPH, and 8 MD/MSCR.

It takes courage for the many medical and graduate students to make it through school, and it will take much more as they embark on their next steps of residency and postdoctoral training, said Eric J. Nestler, MD, PhD, the Anne and Joel Ehrenkranz Dean of the Icahn School of Medicine, speaking to the audience.

“For scientists, that means being courageous in tackling the most complicated scientific questions facing humanity,” said Dr. Nestler. “Courageous in not being intimidated by failures or by the enormity of bold and risky undertakings.

“For physicians, that means being courageous in assuming responsibility for your patients’ health, even when confronting the most difficult cases,” Dr. Nestler added. “And being courageous and compassionate in comforting patients and their families when you do not have an answer, when there is no cure, and sometimes not even a treatment.”

The road ahead might be fraught, but the Icahn School graduates are well-prepared to navigate obstacles and ultimately improve society, said Brendan G. Carr, MD, MA, MS, Chief Executive Officer of the Mount Sinai Health System. “I think you will discover. I know you will cure. And decrease health disparities and make the world a better place,” he said. “And I know we’re going to take credit for it because we trained you. And we’re almost as proud of you as your parents are in the back.”

The Commencement student speakers echoed sentiments of optimism for the future, but also acknowledged what it takes to get there.

“If I had to name the first theme of tonight, it would be this: gratitude,” said graduating student Katrina Nietsch, who represented the MD class. “Gratitude for the patients who trusted us before we had earned it—who let us fumble through our first histories and physicals, who answered our questions with grace, who shared their stories.” She called on the graduating class to be proud of what they have achieved, and to be hopeful for what is to come.

“We tend to focus on the first or last author and forget the most important scientists of all: ‘et al.’” said graduating student Nesteene Param, who represented the PhD class. “All of us have been ‘et al.’ We have all contributed to meaningful ideas and pushed them forward. Every person in this room, and every scientist we acknowledge in our work, has spent thousands of hours building the knowledge that drives our projects.”

The slideshow below gathers the stories of six graduating students on what it was like being at the Icahn School of Medicine, and what advice they would give their past selves or future students.

Matthew Challman, MD, PhD

Next step: Neurology residency at Massachusetts General Hospital and Brigham and Women’s Hospital

What was it like starting at the Icahn School of Medicine?

It was 2018. It was very exciting to come here to finally take the next step, to be involved in medicine and research, to do something that I had wanted to do for a really long time.

What was it like going through your program during the pandemic?

I had just finished our first year of medical school, and as I was starting the PhD part of my program, COVID-19 hit. It was a stressful time, being isolated. But I also got to really experience how medicine and research could improve and impact the world. I got to see that through the discoveries and advances made during the pandemic.

Any advice you would give your first-year self?

Just drink it all in. It’s a long journey. It will be a hard journey at times, but it’s a really exciting experience.

Jessica Crowley, MD, PhD

Next step: Neurology residency at Massachusetts General Hospital and Brigham and Women’s Hospital

What was it like starting at the Icahn School?

It was so overwhelming and exciting. You’re meeting so many new people. You’re about to start a whole new career journey. I remember my White Coat Ceremony, and it was so special to have my old friends there, family, and also new friends. And now, I’m at the end of this journey, and I get to call those new friends my “old friends” and start the next phase.

What was it like transitioning back to MD training after your PhD?

It was very challenging going from the PhD years back to medical school. It felt like I had lost almost all of the clinical knowledge I had built in the first years, but the residents, attendings, and my medical school peers were so supportive in making that transition smooth.

Any advice you would give your first-year self?

Have fun! M1 is your time to explore. The world is your oyster to have every new experience.

Lauren Dierdorff, PhD in Neuroscience

Next step: An associate focusing on biotech and life sciences at an investment bank

What was it like starting at the Icahn School?

I started in August 2020, so it was pretty intense due to the COVID-19 pandemic. Right away, I made some really good friends with my cohort, plus I had already been at Mount Sinai previously for a summer program, so I knew some people already. It felt like my home away from home.

Who helped inspire you when faced with challenges?

I am in neuroscience, and in science, experiments fail—most of them. I just kept pursuing my goals, and learned from my lab mates, my cohort mates, and my mentors. They taught me to keep on persevering.

Any advice you would give your first-year self?

You will face the impostor syndrome, but know that it is not real. You can do it; you have all the resources and people supporting you. And one day, you’ll be here: at Commencement!

Sunjay Letchuman, MD

Next step: Anesthesiology residency at Brigham and Women’s Hospital

What was it like starting at the Icahn School?

I was the only person in my class from Louisiana, and I studied business in college. I remembered being uncertain about whether or not I would fit into my very accomplished class. But as soon as I got to Mount Sinai, I realized that everyone was treated as an equal here. It didn’t matter whether you came from a small school or an Ivy League school, everyone started at ground zero together. I remember being really comforted by that camaraderie.

A cherished memory during your time in school?

On my first day in New York City, I didn’t know anyone at Mount Sinai. That night, I went to the gym at Aron Hall and decided to introduce myself to one other person there. His name was Christos, a PhD student from Cyprus. When I told him I was hoping to meet people, he was incredibly warm and welcoming and even invited me to a Mount Sinai social event he was helping organize in Central Park the next day. The event introduced me to dozens of fellow students, and my friendship with Christos only grew from there. We ended up living in Aron Hall for three years until he completed his PhD. He’s now in Boston, so we’ll be in the same city when I start residency!

Any important lesson you’ve learned about becoming a doctor?

The most important thing about becoming a doctor is building trust with patients, so that they will allow you to walk alongside them on their journey toward recovery. Building trust with patients first requires competence. You have to study really hard to learn thousands of medical concepts, so you have the knowledge to help people when they’re hurt. And the second part about building trust is being kind and empathetic toward various patients’ experiences. You want to be able to walk a mile in your patient’s shoes. I’m grateful that Mount Sinai taught me how to become a competent, kind, and compassionate doctor.

Farimata (Fari) Mbaye-Rolph, MD

Next step: Anesthesiology residency at Weill Cornell Medicine

What was it like starting at the Icahn School?

First year, I remember being so scared. I was so nervous that it was going to be too much, and that I wasn’t going to have time for friends. I was then surprised by the wonderful community and the flexibility of the classes. It was a really cool time to be learning the things that I had wanted to learn since I was five years old, when I knew I wanted to become a doctor.

A moment where you overcame a tough time in school?

It was during my third-year rotations, it was February—deep winter—and I’m from the south, so I’m not a person who enjoys the cold. I was on my pediatric rotation, getting up super early, going home, studying, my dog was sick—everything was stacking up and crashing down on me at once. But I made it with the support of my husband and friends, who picked me up, as well as a wonderful conference that reinspired me and reminded me why I love medicine. By May, I was back on my feet. Those were a tough couple of months when I really had to lean on the people who knew me the best and cared about me.

Any advice you would give your first-year self?

Enjoy it more. Enjoy the company of people around you more. Enjoy the experiences more. Spend 10 extra minutes with that patient. Spend 10 extra minutes with that friend. The first year is a beautiful time in our lives that we will never have again. Live in that moment, and stop worrying so much.

Jeury Veloz, PhD in Biomedical Sciences

Next step: Microbiology postdoctoral fellow at the Icahn School of Medicine

What was it like starting at the Icahn School?

My first year at the Icahn School of Medicine was one of resource discovery and learning about my interests in research in biomedical sciences—in infectious diseases specifically. I started in 2019, during the pandemic, so it was a really interesting time for students like myself studying virology. It was a very unique experience that I look fondly upon.

What were some challenging periods during your time in school?

In the beginning, it was adjusting to life as a student during the pandemic. Then throughout the PhD years, there were challenges in research where you had hiccups throughout. But with the help of my mentors and peers, I was able to overcome the challenges to get me to the point where I am graduating today.

Any advice you would give your first-year self?

Have an open mind and really put yourself out there. Make yourself uncomfortable if you have to. Put yourself in labs and experiences within the school that you might not have thought to experience previously. Put yourself out there to learn more and grow as a student.

Navigate with the arrows to learn more about the Class of 2026 and their time in medical and graduate school.

Shaping a Future in Health Care Operations: An MHA Student’s Experience at Mount Sinai

Apr 28, 2026 | Featured, School

A portrait of Maria Carrasco

“The MHA program gave me more than academic preparation; it gave me the confidence and tools to step into my future as a health care leader,” says Maria Carrasco.

Maria Carrasco is a second-year student in the Master of Health Administration (MHA) program at the Icahn School of Medicine at Mount Sinai. She is an international student from the Dominican Republic and has a Bachelor of Business Administration from Florida International University.

In this Q&A, she discusses how she believes the curriculum and mentorship at Mount Sinai is preparing her to become an effective health care leader.

Why did you choose to study at Mount Sinai?

I chose to pursue my Master of Health Administration at the Icahn School of Medicine because of its strong reputation in health care leadership and its commitment to patient-centered care. I was looking for a program that would challenge me academically while also preparing me for real-world health care environments, and the school felt like the right place from the start.

From my first semester, I felt supported by professors and mentors who genuinely care about our growth and preparation. In every class, they took time to connect with us, encourage our critical thinking, and relate course material to real health care challenges.

What course has had the biggest impact on you so far?

Every course has had a lasting impact; they have helped me understand how strong leadership and organizational culture directly influence patient care and employee engagement. Learning about health care systems and management strategies deepened my appreciation for the role administrators play in creating efficient and compassionate environments.

One course that had a particularly strong impact on me was Health Care Operations in my first semester. Through this class, I realized that this is the area of health care I truly want to pursue in my career. It helped me see how behind-the-scenes processes directly affect patient care, staff experiences, and overall outcomes. Learning about workflow design, resource management, and operational efficiency showed me how meaningful this work can be, especially when done with intention and compassion. The course gave me clarity and confidence in my professional direction, and it reinforced my desire to be part of improving health care systems in practical, sustainable ways.

Can you share your experience as an international student in the MHA program?

As an international student, the MHA program has played a huge role in helping me grow both professionally and personally. It has prepared me to become a health care leader by teaching me how to think strategically, work collaboratively, and make informed decisions in a new health care system and culture. Through case studies, group projects, and applied coursework, I’ve learned how to evaluate health care processes, manage resources, and approach challenges with both structure and empathy. The program has also strengthened my communication skills and given me the confidence to navigate complex health care settings.

What part of the MHA program has been the most important?

Beyond academics, the program has helped me connect my passion for helping others with practical leadership skills, reinforcing my desire to help health care systems become more efficient and compassionate. I now feel prepared to support operational improvements, advocate for patients, and be part of building stronger health care organizations. The MHA program gave me more than academic preparation; it gave me the confidence and tools to step into my future as a health care leader.

What are your plans upon completing your MHA degree?

I’m graduating from the MHA program in June 2026. I hope to work in an operations role within a health system. I want to improve processes, particularly how care is delivered to patients. The patient experience can be confusing and difficult, and I want to address operational challenges to make it easier for them.

Learn more about the Master of Health Administration (MHA) program at Mount Sinai