This interview is part of our series, Pathways to Practice: Stories from Underserved in Medicine, which features current residents, fellows, and recent graduates sharing their personal journeys – from formative experiences before medical school to the realities of being in their residency and/or fellowship programs. Each story highlights the moments, mentors, and motivations that led them to choose graduate medical education (GME) programs focused on medically underserved areas. Through these reflections, interviewees explore how their backgrounds and clinical education and training shaped their commitment to providing high-quality health care for all and influenced the paths they plan to pursue in practice.
Mackenzie Moody, DO is a PGY-2 resident in the Osteopathic Medical Education Consortium of Oklahoma (OMECO)’s obstetrics and gynecology program. She aspires to practice as a generalist obstetrician-gynecologist within a tribal health care system, serving Native women and families with care that honors their culture, history, and unique needs.
ACGME: Tell us about your journey and how it led you to where you are today—including about your medical school and residency or fellowship.
Dr. Moody: I am currently completing my residency in obstetrics and gynecology after earning my medical degree from Oklahoma State University College of Osteopathic Medicine [OSU-COM]. From the very beginning of my journey in medicine, my Cherokee heritage has been a guiding influence, inspiring a deep commitment to serving the Native American people of Oklahoma. Choosing a medical school that shared this mission was incredibly important to me, and OSU-COM’s strong emphasis on caring for underserved, rural, and tribal communities aligned perfectly with my goals.
Continuing as an obstetrics and gynecology resident at OSU has allowed me to further that mission in a meaningful way. This program shares my dedication to serving Native communities and fostering strong partnerships with the tribal nations of Oklahoma. As residents, we have unique opportunities to rotate with the Cherokee Nation and the Muscogee (Creek) Nation, experiences that have deepened my understanding of culturally aware, community-centered care. Each step of my education and training has strengthened my passion for improving women’s health outcomes within my community and honoring the values that first led me to medicine.
Background and Early Influences
ACGME: How did your background and early experiences help shape your interest in medicine and your understanding of health care disparities, especially in underserved areas?
Moody: Growing up in Tulsa, Oklahoma, I witnessed firsthand the deep need for people committed to understanding and addressing the health care needs within our community.
After earning my undergraduate degree, I worked for three years with Tulsa Public Schools as a nutrition educator. That experience opened my eyes to the profound influence of history and environment on health—and ultimately inspired me to pursue medicine. I wanted to do more than teach about health; I wanted to help change the systems that affect it.
The Albert Schweitzer Fellowship, during my second year of medical school, deepened my commitment to service and community-based leadership. Through my project on maternal-child attachment for caregivers in recovery from substance use, I learned that meaningful change begins with humility, empathy, and trust. Watching participants transform their relationships with their children reminded me that service is most powerful when rooted in listening and partnership. This experience continues to shape how I connect with patients and lead within my health care team.
Choosing a GME Program
ACGME: When it came time to choose a residency or fellowship program, what inspired you to select a program focused on underserved areas, and which aspects of the program aligned with your goals or values?
Moody: Because of my early investment in understanding the intricacies of the Tulsa community—even before beginning my medical education and training—I recognized the lasting impact that limited access to health care has on individuals and families. When selecting a residency, I sought a program that would not only strengthen my surgical and clinical skills, but also foster the values and compassion that guide my approach to care.
This program embodies those values in every aspect of its mission. One of the most meaningful elements of our program is the broad patient population we serve, which includes a large number of Native American patients through both our obstetrical and gynecological services. Our partnership with the Cherokee Nation, providing gynecologic care at W.W. Hastings Hospital, has been particularly impactful for me—allowing me to serve my own community while deepening my understanding of culturally aware women’s health care.
Our program also emphasizes community-based training and advocacy. Many of our residents and faculty members are active leaders in local organizations dedicated to improving health care access in Tulsa. Being part of a residency that shares my passion for service and community engagement has been instrumental in shaping the kind of physician I aspire to be.
Experiences During Residency/Fellowship
ACGME: Can you share some of the most meaningful challenges and lessons from your residency/fellowship program working in underserved communities, as well as how they have influenced the kind of physician you are becoming?
Moody: One of the issues I have faced during residency has been coordinating care for patients in underserved communities, where barriers such as limited access and transportation challenges can complicate even routine follow-up. Providing high-quality care in these settings requires immense teamwork and collaboration. I have learned to work closely with nurses, social workers, care coordinators, and community health partners to develop comprehensive care plans that extend beyond the clinic walls.
The lessons I have learned in coordinating care go beyond clinical knowledge; they have taught me patience, adaptability, and the importance of building trust within both the care team and the community. These experiences have reinforced that providing equitable care in underserved settings requires not only medical expertise, but also teamwork, persistence, and a deep commitment to the people we serve.
ACGME: What unique skills or insights have you developed through your residency program that you might not have gained elsewhere?
Moody: Practicing in a program deeply rooted in community engagement and partnerships with tribal and underserved populations has taught me to see health care through a broader lens. I have learned how policy, clinic structure, and systems of care influence individual outcomes, and how to navigate these systems to advocate effectively for my patients.
Working across multiple health care settings throughout northeastern Oklahoma—county hospitals, academic centers, and tribal facilities—has strengthened my ability to communicate across disciplines, coordinate complex care, and build trust within teams. These experiences have also honed my ability to identify barriers to health and develop solutions that are both practical and fair.
Most importantly, my residency has shaped me into a physician who views advocacy and community partnership as core clinical skills. The lessons I have learned in interprofessional collaboration, system-level thinking, and community-driven problem-solving are unique to this environment and have prepared me to lead meaningful change in women’s health across Oklahoma.
Looking Ahead
ACGME: What does your future in medicine look like? Can you share the kind of difference you hope to make in underserved communities and any advice you have for physician learners considering similar paths?
Moody: My future in medicine will be rooted in providing comprehensive, culturally aware care while addressing the broader factors that influence health in underserved communities. I hope to practice as a generalist obstetrician-gynecologist within a tribal health care system, serving Native women and families with care that honors their culture, history, and unique needs. Beyond clinical practice, I am committed to medical education and aspire to take on leadership roles—as a dean or academic administrator—where I can mentor and guide underserved students through the medical education system, helping them navigate barriers and achieve their professional goals.
The difference I hope to make in underserved communities extends beyond individual patient encounters. I aim to strengthen partnerships between health care systems and the communities they serve, champion initiatives that reduce barriers to care, and promote practices that improve health outcomes. Ultimately, I hope to be a physician who combines clinical excellence with advocacy, leadership, and education—creating sustainable, positive change for both patients and the next generation of health care practitioners.
ACGME: What are important considerations for GME programs to help prepare residents and fellows for practice in underserved communities?
Moody: Preparing residents and fellows for practice in underserved communities requires intentional focus on both clinical skills and the broader social and cultural factors that affect patient care. Important considerations for GME programs include:
- Education and training should incorporate the history, values, and health needs of the community that residents will serve. Residents should develop skills to communicate respectfully and effectively with various populations, including tribal and rural communities.
- Rotations in community health centers, tribal hospitals, rural clinics, and public health settings help residents understand the realities of care delivery in resource-limited environments. Ideally rotations would be regular within the educational program, or experiences would occur more frequently with underserved populations to build commitment and trust within the community.
- Underserved settings often require coordination across multidisciplinary teams, including nurses, social workers, community health workers, and public health professionals. Training residents to communicate and collaborate effectively across disciplines is critical.
- Exposure to faculty members and senior clinicians who are experienced in serving underserved communities provides guidance, models best practices, and inspires residents to pursue careers in similar settings.
- Programs should encourage residents to build relationships with the communities they serve, fostering trust and understanding, and emphasizing continuity of care and sustainable health initiatives.
If you are in your last year of residency/fellowship or a recent graduate serving in a rural or underserved area, and would like to be featured in a future post in this series, email underserved@acgme.org to share what you’re doing. Visit the Rural and Underserved GME section of the ACGME website to learn more about the ACGME’s work in this area.