Independent Medical Education (IME) and Continuing Medical Education (CME) play a vital role in helping clinicians stay up to date with the latest data, guidelines and best practices to support high-quality patient care and improve outcomes. At the heart of every effective IME programme is the medical director, the scientific lead who shapes educational activities, ensures they meet learners’ needs and works closely with faculty to deliver accurate, engaging and clinically relevant content.
In this Q&A, we speak with Judah Issa, Medical Director at touchIME. With more than 15 years of experience in the industry, Judah brings a unique blend of scientific insight and creative storytelling to her work. She shares her perspectives on the medical director role, the skills that drive success, and why the fast-paced, thought-provoking nature of CME continues to inspire her.
Q: How did you first get started in CME, and what led you to become a medical director?
It was actually a happy accident. I have a science background, but early on I worked as a web editor and then as a medical journalist for a clinical newspaper distributed to physicians across Canada. I loved interviewing and storytelling, and it refined my ability to turn science into engaging content. From there I moved into medical education, and I’ve been here for about 16–17 years now. Working my way up through the editorial and writing teams, I quickly realised that this field offered the perfect blend of science and creativity.
Q: What does a typical day look like for you as a medical director?
There’s no such thing as a typical day, but my time is usually split between proposal work and activity development. The proposal stage involves researching emerging data, identifying educational gaps and shaping potential new activities that could support clinicians in practice. This means analysing the landscape, exploring what learners need and outlining concepts that are scientifically robust, creative and feasible.
Activity work, on the other hand, is where those ideas come to life. This involves developing the content in detail, working closely with faculty to ensure accuracy, relevance and a strong clinical narrative, and guiding the delivery of the final educational programme. This is the most exciting part for me as I enjoy taking something scientific or data-heavy and shaping it into an engaging, visually appealing story.
Throughout the day I often jump between multiple therapeutic areas, which can be challenging, but it means there’s never a dull moment.
Q: What do you enjoy most about working in CME?
One of the aspects I enjoy most is working closely with faculty and getting a genuine, behind-the-scenes understanding of clinical practice. When you’re a patient or a caregiver, you often only see the challenges of healthcare, such as the long waits, limited appointments and the stress that comes with navigating the system. But collaborating with faculty gives you an entirely different perspective. You see how deeply they care about their patients, how committed they are to staying current and how much expertise and empathy they bring to their work. That human connection and relationship-building element is something I really value.
I also love the constant learning. We move across so many therapeutic areas, and medicine evolves so quickly that you really have to stay alert and curious. It’s exciting to witness scientific progress unfold over years, such as therapies that were once brand new becoming standard of care, and to know you’ve played a small part in helping clinicians stay informed along the way.
The feedback from faculty reinforces that our part in the process matters. I once had a faculty member tell me, “You keep us up to date,” and it struck me how significant that is. Even though we work on the periphery of direct patient care, we help bridge the gap between emerging data and everyday clinical practice. We help clinicians communicate evidence clearly, digest complex information and ultimately make more confident decisions for their patients. It’s incredibly rewarding to know that the education we create can ripple outwards—helping clinicians feel supported and informed, and in turn contributing to better patient care. That sense of making a meaningful difference, even indirectly, is one of the most fulfilling parts of the job.
Q: What skills or qualities do you think are essential for a medical director?
A key skill is drawing out the story behind the science—helping faculty connect data to clinical practice, especially when they may not be natural educators or public speakers. Being able to put faculty at ease is crucial. Another big one is knowing what’s important and what isn’t, especially in unfamiliar therapeutic areas. That’s why briefing calls and faculty engagement are so important. And, of course, there are the everyday challenges like deadlines, time zones and juggling multiple projects.
Q: What advice would you give someone stepping into a medical director role for the first time?
Be fully engaged with your content. Ask questions, do your homework and do a deep dive into every topic so you’re prepared to guide meaningful conversations with faculty. Some of this comes naturally, especially if you love the work, but the more invested you are, the better the output. It’s not a role you can do half-heartedly – you’ll know quickly whether it’s right for you.
Interested in discovering more about what we do? Reach out to learn about our educational activities, regular content and partnerships with medical societies.
