INFP. Developer. Problem Solver. Optimist. Intellection: An Emerging Leader Reflects

INFP. Developer. Problem Solver. Optimist. Intellection. 

These attributes are not just results from various assessments of my professional acumen—they describe how I navigate the world around me, both personally and professionally. However descriptive they may seem, these characteristics only cover a small portion of who I am. As a Black woman from the South, raised in a predominantly white town, and growing up in a household where two of my six close relatives have disabilities, I am a culmination of my experiences and those of the people around me. Because of these experiences, I am acutely aware of how systems—like healthcare and the law—often fail to support people who look like me and my family. This heightened awareness fuels my desire to be a change agent. 

These experiences guided me through four transformative years as an undergraduate biology major at Duke and through the demanding process of applying to medical school, which ultimately led me to Howard University College of Medicine. While my sensitivity to the disadvantaged conditions of others inspires a natural sense of leadership, stepping into a role that involves healing and shaping lives is a completely different challenge—one that admittedly brings me some anxiety. When I was admitted to medical school, I chose to defer because I felt unprepared for the demands of medical practice and professional leadership. I realized that to lead effectively, I needed to fully understand my strengths and how they connected to my identity. This self-awareness brought me back to Duke, where I pursued an M.A. in Bioethics and Science Policy, and applied to the Emerging Leaders Institute (ELI) to embark on a unique journey to further develop my leadership skills. 

I joined ELI hoping to cure my imposter syndrome—believing that if I understood my strengths better, I would feel more confident as a leader and, in turn, be better equipped to cure my patients. However, as I progressed through the program, I realized that leadership insecurity and imposter syndrome aren’t illnesses. They’re more like muscles. And like any muscle, my "confidence muscle" can be strengthened through the conscious celebration of my strengths and a deeper appreciation of my  weaknesses. It’s not about having unwavering confidence or always having the right answer. Instead, it’s about adaptability, empathy, and leading with authenticity while still growing.  

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Throughout weeks of sessions focused on mastering the art of the elevator pitch and collaborating effectively with others, I began to see the symptoms of my imposter syndrome as evidence of my potential. Through interactions with fellow participants and team projects, I learned that my intellection allows me to think deeply about problems in innovative ways, and my empathy helps me connect with others and their causes. My introversion enables me to observe and analyze before acting, which complements my ability to appreciate and develop solutions to complex issues.  

One of the most important leadership lessons I gained from my time at ELI was about the important of knowing when to lead and when to follow, as beautifully illustrated by this line in Nigerian poet Niyi Osundare’s work The Leader and the Led:     

"A leader who knows how to follow   
Followers mindful of their right to lead." 

My experience participating in a dynamic and multidisciplinary team with fellow ELI participants allowed me to practice this tenet in action. Our team— Dr. Jing Yuan, Dr. Jarrett Mansergh, and future Dr. Paula Collado Cordon, and myself—culminated in a media project: “Spotlighting Duke’s Resources via Social Media Series.” It was born from an effort to combat a common issue for Duke graduate students and postdocs: sorting through the somewhat overwhelming number of amazing resources are often buried in emails, newsletters, and websites that might cause trainees to miss out on key opportunities. 

To address this need, we leveraged social media and peer-to-peer resource sharing to highlight underutilized resources like MyRESEARCHsuite, the Innovation & Entrepreneurship Graduate Certificate, and the Rubenstein Rare Book & Manuscript Library. We created short, engaging videos—each around 1 minute long—that captured the essence of these resources in a visually compelling way. 

My role in the project involved developing video ideas, and supporting my teammates in their roles producing video scripts, conducting interviews, and discovering hidden gems at Duke. Working with my team taught me an important lesson about leadership—sometimes, the best way to lead is by taking a step back. My teammates brought unique skills to the project, especially in areas like filming, editing, and visual design. While I contributed to the scripting and communication with stakeholders, I realized my teammates were better equipped to take the reins in certain aspects. Learning to trust their expertise and give them the space to lead not only strengthened the project but also showed me that leadership is about recognizing when to follow. This experience reinforced the idea that successful collaboration requires adaptability and the ability to empower others when the situation calls for it.

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If you’ve read this far, you might recall that I started by discussing the paradoxical hopes and dreams of a future Black doctor grappling with imposter syndrome. You might expect me to say that ELI cured me. As a new medical student navigating a curriculum that blends biochemistry, public health, and histology, I sometimes feel out of my depth. And I feel the familiar pains of imposter syndrome and an under-utilized exercise muscle. However, ELI taught me that there is strength in embracing naiveté. I have the chance to start fresh and welcome the changes that come with new experiences. ELI showed me that even in unfamiliar settings, I carry all my past experiences—both positive and negative—and these help me appreciate the journey ahead. 

Leadership, I’ve discovered, isn’t about fitting into a predefined mold or ticking off boxes. It’s about growth, adaptation, and practice. My strengths and weaknesses don’t determine my worth—they shape how I lead. By accepting and embracing them, I’ve learned to lead with authenticity and confidence, and this is a lesson I will carry with me. For this, I am grateful to ELI, my teammates, and my life experiences. 

Editors’ note: The assessment results that Douglas references in her title are from the Myers-Briggs Type Indicator and CliftonStrengths, respectively.  

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Author

Dakota Douglas
Recent A.M. graduate, Bioethics and Science Policy

Dakota Douglas T’22, A.M.'24 is passionate about promoting equity in healthcare for marginalized communities. Her experiences living with family and friends with disabilities influence her understanding of the challenges associated with vulnerable communities, specifically in healthcare. She's worked with local, state, and national health policy organizations to research health equity interventions. During her master's degree in Bioethics and Science Policy at Duke, she learned to leverage equity in health policy through mindful AI usage, health law reform, and policy advocacy. She is currently a medical student at Howard University, and her goal is to earn both an M.D. and a J.D. and work in medical-legal advocacy.