What Does It Take to Become an RT Educator?

Very few, if any, RT students enter their RT programs expecting to teach in a respiratory care program one day.

People enter the profession to wear scrubs every day, deliver hands-on care to patients struggling to breathe, and experience the drama and thrills that come only from a shift in the ICU or emergency department.

But to keep the profession going, some therapists do indeed need to continue educating, and those who have made that transition often say it’s the best decision they have ever made.

 Sara Hough, MBA, RRT, RRT-ACCS, RRT-NPS, director of clinical education at Ozarks Tech in Springfield, MO, and Kristina Ramirez, MPH, RRT, RRT-ACCS, AE-C, FCCP, associate professor and director of clinical education at the University of Texas Medical Branch (UTMB) in Galveston, are two of them.

It was personal
Both therapists entered the profession like many people do — through a personal connection.

“I first became interested in respiratory care after living with undiagnosed asthma for nearly a decade,” said Hough. “From ages eight to eighteen, I struggled to breathe without knowing why, until a hospital admission finally led to a diagnosis.”

During that hospitalization, she learned about the profession and how it could help people like her. “I became fascinated by the respiratory therapists who helped me breathe and regain control of my health,” she said. “Their compassion, combined with my interest in science and health care, made respiratory therapy a natural calling.”

Hough enrolled in the program at Ozarks Tech and graduated with her AAS degree in 2011.

Ramirez was drawn to respiratory therapy through a relative who was suffering from lung problems.

“In 2010, the field of respiratory therapy found me,” she recalled. “A loved one was hospitalized with a progressive respiratory disease, and a respiratory therapist played a critical role in their care.” Like her colleague in Missouri, she had never heard of the profession before but was immediately captivated by it.

“That experience promoted a complete shift in my original career path,” she said. “One I have never looked back on.” She earned her BS in respiratory care from the University of Texas Health Science Center at San Antonio (UTHSCSA) just two years later.

From the bedside to the classroom
Both Hough and Ramirez spent several years working as traditional RTs in settings ranging from the NICU and adult critical care units to rehabilitation facilities (for Ramirez) and from critical care and emergency medicine to a pediatric transport team (for Hough) before considering a shift to education.

“What I valued most about bedside practice was the direct impact on patient care and the opportunity to collaborate with interdisciplinary teams,” said Ramirez. “I particularly enjoyed educating patients as it allowed me to see firsthand how education empowers patients and families.”

Her experiences with patient education also fostered an interest in teaching in general. She began serving as a clinical instructor at UTHSCSA in 2014, and then in 2015, she was offered an adjunct faculty position at the university, teaching didactic and laboratory courses.

In 2016, she joined the respiratory therapy program at St. Philip’s College as a full-time faculty member, and in 2017 she joined UTHSCSA as an assistant professor and director of clinical education. She assumed her current position as associate professor and director of clinical education at UTMB Galveston in 2024.

Hough says she got her foot into the education door through the time she spent as a lab instructor early in her career, and especially through her membership of the pediatric transport team. “That experience ultimately led me into a hospital-based educator role, adjunct instruction, and later my current position as director of clinical education at Ozark Tech.”

She credits the people she worked with along the way with guiding her to the path she is following now.

“I had the opportunity of learning from great role models at my institution, and they saw something in me from the time I was a student and were willing to mentor and pour knowledge into me that has developed further over time,” said Hough. “I never would have thought as a student that I would have a desire to teach, and I don’t think that’s necessarily something you decide for yourself. I believe that others see potential in you and if they’re willing, help you grow it.”

Ramirez cites the important role exceptional mentors played in her journey, but emphasizes that it also required her commitment to return to school to advance her education. Hough agrees.

Ramirez earned her MPH from the University of Texas Health Science Center at Houston in 2014 and expects to earn her PhD in health sciences from UT Health San Antonio in 2026. Hough earned her MBA from Drury University and expects to complete her EdD at Rockhurst University this May.

The lightbulb moments are priceless
What do these two RTs like best about preparing the next generation of RTs?

“I most enjoy helping students develop confidence, critical thinking skills, and professional identity,” said Ramirez. “Preparing future RTs means more than teaching skills; it involves guiding them to understand the breadth of the profession, the importance of lifelong learning, and their vital role within the health care team.”

She is passionate about exposing students to the many career pathways available within the profession, including critical care, neonatal and pediatric care, pulmonary diagnostics, ECMO, and leadership roles. “Watching students discover their interests, grow clinically, and transition into practice is incredibly rewarding,” she said.

Hough especially loves those moments when she knows students have really understood what she is trying to teach them.

“I call it the ‘lightbulb moment,’” she said. “When you’ve spent time with students in the lab, classroom, and one-on-one, helping them connect theory to real-world practice, and when their eyes light up, and they get the concept. For me, those are pivotal moments in my career, and I hope they make a lasting impact on the students I witness gaining that knowledge and understanding of complex material.”

Words to live by
We asked Hough and Ramirez to share their top tips for fellow RTs considering a transition into education. Here’s what they had to say:

Hough:

• Stay curious and committed to lifelong learning.
• Be patient and empathetic to students.
• Embrace creativity because people learn in different ways.

Ramirez:

• Connect with experienced respiratory therapists and educators who can provide guidance, career insight, and ongoing support.
• Clinical instruction and precepting are excellent pathways into education and often lead toward academic and leadership roles.
• Active involvement in professional organizations such as the AARC and state respiratory care societies provides access to valuable educational resources, networking opportunities, and leadership training that support both individual and professional growth.
• Most importantly, remain open to opportunities as they arise. Saying yes can unexpectedly and meaningfully shape your career path.

Want to connect with other therapists who are interested in respiratory care education? Consider joining the AARC’s Education Specialty Section. Section membership is open to everyone, not just those who already hold teaching positions.