Not your traditional teacher: How this PA educator is making a lasting impact
For Marc Doobay, MPAS, PA-C, the road to a career as a physician assistant (PA) and becoming a passionate educator and advocate for the field isn’t one’s usual path. Initially pursuing a Doctor of Medicine (MD) degree at the University of Iowa Carver College of Medicine, he soon realized his true calling lay in the PA profession—a choice driven by his desire for balance and a connection to the patient-centered, team-based care model.
This realization completely reshaped Doobay’s career path. After earning his Master of Physician Assistant Studies degree at the Carver College of Medicine in 2011, he began his career at UI Health Care in acute and urgent care medicine and eventually transitioned to a role in the Department of Family Medicine and Community Medicine. In 2021, Doobay became a faculty member in the Department of PA Studies and Services, a role that he admits was foreign to him at the time but is now considered to be one of the smartest decisions he’s ever made.
“When the PA program first called me to help out with some small group teaching and physical exam skills instruction, I really enjoyed it, arguably maybe even more than patient care, which I think says quite a bit,” reflects Doobay.
“I realized that a big part of my role as a PA is educating and counseling my patients. And that's one of the things that drew me to the PA profession. I think that those same kinds of attributes really do play quite well as an educator. Patients and students are very different, but treating people as humans is something that's universal.”
A new era in PA education
With more than a decade of experience under the UI Health Care umbrella and now in his fourth year with the PA program, Doobay now focuses on fostering innovation in education, mentoring future PAs, and creating dynamic, patient-centered lessons.
His unique approach to teaching includes designing experiential learning opportunities, such as escape rooms and expert panels in the form of game show competitions, to ignite curiosity and reinforce key concepts learned in the classroom. He also introduced a program where students wear continuous glucose monitors to better understand diabetes management from a patient’s perspective. His creative methods reflect his philosophy of meeting students where they are and making education engaging and impactful.
"There are moments when I have introduced new teaching methods into the curriculum, and seeing those ideas light a spark for students and create a moment of enthusiasm has been incredibly exciting."
Last year, Doobay was honored with the prestigious 2024 Physician Assistant Education Association New Faculty Award for Professional Excellence, which recognizes his commitment to excellence and innovation in the field. Beyond his teaching accolades, however, Doobay wants to emphasize the importance of mentorship.
“I try to see our students not only as learners but also as future colleagues,” he explains. “Getting to know them—their stories, their goals—fosters mutual respect and prepares them to navigate the demands of patient care.”
The Carver College of Medicine’s PA program ranks number two overall in the U.S. and number one among public schools. Doobay credits the program's intimate size—25 students per cohort—and its unique curriculum, where PA students learn shoulder-to-shoulder with medical students, as key factors in its success.
“The collaborative nature of our students is exceptional,” he notes. “We don’t just admit 25 brilliant individuals; we build a cohort that supports and uplifts each other through the challenges of PA school.”
When asked about his proudest moments, Doobay doesn’t point to awards or accomplishments but to the everyday interactions with his students. Whether it's helping them overcome personal challenges or celebrating their growth, these moments reaffirm why he does what he does.
“PA school is hard, but seeing students persevere and realize their potential is incredibly rewarding. What gets me up in the morning is helping our students navigate those obstacles and learn something about themselves along the way. I hope that they carry those moments of validation and affirmation and empowerment with them so that when they care for their future patients, they'll be able to help them in their most vulnerable moments.”