Shadowing Practice: Why the CPC Method Changes How You Learn Medicine (And Why Memorization Fails) - Learn English Speaking with Video
Les maken...
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I think that med school is harder for your generation than it was for mine but not for the reason that you think you think it's because you've got a lot more to learn and all of the molecular
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well that's not right because what you've got to understand is with all that molecular comes greater understanding so that you can actually tell a more complete story than we did so while there's more to learn
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it's a better story and easier to remember so the reason it's harder is not that in my opinion it's harder because you guys are learning from the desk
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and not from patients and autopsy rooms so let's talk about what that means if we go way back to the beginning of modern medicine so we're talking William Osler he said this shocking idea
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and it makes you laugh to hear it he said that the reason your patient has the symptoms and the signs that you find is because it correlates with abnormalities in their bodies
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and that is a whole multiple generations of ideas called clinical pathological correlation I mean it seems laughable now doesn't it but it's actually a profound idea
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I'm Doctor Philip Tisdale I practice medicine for over four decades I've been teaching for over 10 years every system in my book starts with the chapter labeled
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Clinical Pathological Correlation you're gonna want that book to be able to follow along so click the link in the description one of the benefits of my extreme old age is that I go way back into parts of history
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that really just aren't talked about anymore and it's hard to believe that medicine is so much better now doesn't mean that today's doctors are better doctors it means that they have better tools
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but if you go back to my day I started before there was widespread CT scanning and MRI physicians simply had to be better at physical exam the challenge that they faced was
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they had these very insensitive and non specific tools like the stethoscope and palpation and so lots of times they literally didn't know what was going on
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and because of that quality in medicine was based on autopsy findings when I first came out in practice in early 1980s over 50% of hospital deaths would have an autopsy
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so my life as a young practicing pathologist was to come in each day and see who had died and then call medicine and surgery teams and say to them when did you want to do the autopsy
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can you imagine that experience this was a patient you might have cared for for years and now despite all of your best attempts they had died I mean it's clearly failure
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and it was obviously very upsetting because now you're coming down to the corpse of someone you might have known for decades
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and you had to understand was there anything we could have done better and so I would be there with their patient and they I would say did you have any questions and you know someone would say you know
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I never knew what that lump was in the right lower quadrant we had no imaging
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and so we would open the abdomen and I would go in and I'd say well it's a 3 centimeter abscess
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and everyone go well that explains it and I wish I'd known because then we could have drained it
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it was such a profound idea and our tools were so limited back in my early practice days that somewhere between a third and a half of all autopsies would find significant
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enough abnormalities that were missed that it would have altered patient outcomes
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and so everyone in my generation has this very deep relationship with this idea that you're patient has underlying pathology that you personally have to discover
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and the way we would communicate that was what we would call morbidity and mortality rounds and of course quickly it became slang to death rounds but this was the most important intellectual event
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in our hospital the doors were locked no one was allowed in but the doctors and the pathologist would discover what he found and the attending physicians would criticize each other
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for should they have found it was it knowable would it have changed things these were deep very personal events and we were all very close because we trusted each other with this idea
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of clinical correlated to pathology
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the other thing that it did was it developed this idea that you started with a patient who had a disease time frame and there was a really deep idea that was called
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natural history and it meant what happens if we did nothing and all of us would know this because by large we didn't have a lot of tools I mean we had some antibiotics
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a few handful of cardiac drugs but really most of what we saw was natural history absolutely true in cancer and so because we had so few treatments and they were so toxic everyone would understand
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if you didn't know natural history what happens if we do nothing you wouldn't know whether it was worthwhile doing your treatment or not every treatment has side effects so every treatment is a risk benefit calculus
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now we have such marvelous treatments you don't intuitively think of it trust me 50 years ago we all thought of it and so you can see as I came to teach and everything was broken into these small
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little domains of small subject based experts I grew increasingly frustrated that students were lacking this totality they were lacking two fundamental ideas that all of us knew from experience
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the first was all of your patient complaints correlated to something underlying in pathology the tool you used to discover it was really a trade off of sensitivity and specificity
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but not the idea it's not magic wand where a report comes out of imaging and gives you the answer it seems like magic but for those of us of our generation
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it's merely a better tool and the second idea is natural history I had to actually write a whole chapter on chronic progressive disease Chapter 3
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because it's not intuitive to your generation that you start with a well person and they go through this disease progression of homeostasis adaptation
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then intermittent failure and then permanent failure I actually wrote a whole chapter on it because it's not intuitive if everyone's parceled into their specialty domain and only answers a specific problem in the patient
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so the more I taught the more I realized the problem that we had with two things first of all the first two years were taught by Phds
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it's not that there's anything wrong with a PhD but they are by definition subject based experts they can't tell you why you're learning that my generation they were useful
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but we were overall taught by practicing MDs so when we were taught their physiology it was the physiology they used in patient care and then the second was
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there wasn't this deep understanding of clinical pathological correlation and the natural history of disease
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and so as I used all the resources I just became increasingly frustrated
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and it's obviously frustrating with the teaching system all of you know that right I come into a group to teach a course and I always start with heart who doesn't love a panda and I always start with this
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a patient walks in the door and they have shortness of breath go
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and it's a uniform response from our medical students they give me this look that says you mean I've been studying my guts out for two years you've asked a perfectly fair question
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and I have no idea how to answer it and I go that's right because it's clinical pathological correlation
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the patient has shortness of breath why don't you walk me through the organs and the diseases and the subdiseases all the way to a specific diagnosis and once you've done that
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why don't you tell me where in the patient's natural history are we
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as I'm now coming out on social media I have to sort of conform to the needs and wants of social media and one of them is you have to capture an idea so that you don't have to keep explaining it
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and so you can imagine over the past 10 years the frustration I've had trying to explain this idea of clinical pathological correlation to today's doctors who have never seen an autopsy
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by the way our autopsies we did them in little hospitals half of all hospital deaths when I came out but over my career so I start like 1980 two ish by 1996 we closed our morgues
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the widespread CT scanning MRI universal fantastic chemistry wonderful microbiology the autopsy really
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wasn't revealing surprises anymore you know you'll hear conventional old time pathologist say oh yeah yeah we need autopsies they're great truth is they're really not like back in my day they those were revelatory
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and so with the advent of AIDS and the need to have sort of level 4 virus prevention systems it all went away not the need for this idea of clinical
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pathological correlation not this idea of natural history of disease but the way we did it and so the problem we have now is there are no autopsies most of you have never even seen one
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we don't all get together by our patients and say what did you think was happening and then go look so this really cohesive culture practicing physicians had
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that always came back to morbidity and mortality rounds that's all gone most modern day doctors don't practice in the hospital
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and so with that we've lost it in our teaching the idea hasn't gone has it
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and so you can see I'm the lonely voice in the wilderness looking wandering around trying to explain you've got to think and teach disease as clinical pathological correlation across a time frame called natural history
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I have to explain it and no one understands it because they've never experienced it so here we are I'm staking my ground and I'm calling this way of learning the right way to learn medicine
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you start with a patient and you have to know where in their disease path they are and know that their symptoms in your signs relate to the underlying pathology and that's an ancient
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old term that I'm re bringing back to life and I'm calling it clinical pathological correlation this is the CPC way of learning it's just been so badly fragmented we've forgotten it
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but it's the right way to learn medicine clinical pathological correlation why does your patient have a gurgle why are they short of breath what are you feeling there
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well if you do a test what specific part of the pathology you're looking for testing teaches pathophysiology CPC clinical pathological correlation applied over the time frame of natural history
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it is the right way to learn medicine I've been doing this increasingly more specifically for the past 10 years
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and I'm telling you it's the right way to get ready for exams and it's certainly the right way to get ready for patient care okay so pretty attractive when I say CPC is the right way to get ready for exams you know the clerkship
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you'll solve that problem when you get there right now you've got to solve the problem of exams let's talk about the step exams you know no one but the step people are there to talk about the questions
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but you know I've taught a lot of you and a small portion of you call me after the exam that I've specifically taught you for just to talk about how my teaching went I never ask about specific questions wouldn't remotely help you
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there's a gazillion of them but I can promise you this the spirit of the Step 1 exam is this clinical medicine is built on a foundation of basic
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medical sciences what does that mean it means they're starting with a patient clinical medicine and they expect you to say why
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so if you're short of breath why are you short of breath and congestive heart failure it's because you have pulmonary edema that gives you a diffusion defect and it gives you a VQ mismatch
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I guess we're pretty deep in the weeds of basic sciences aren't we they're going to ask you questions in such a way that they don't want to know that you've memorized them they want you to know why do they work
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here's an example so let's just do lung I'm teaching some students lung now happens to be at the institution I'm at so these are count last week I did this this is completely true I offered this course for these 200 students
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I'm gonna show you how you need to know histology to understand lung disease if you come and listen this lecture your whole course will make great sense to you and out of 200 students I got two
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well two is enough for me I love teaching and so I went through talking about why do you think that's true and you could see them slowly start to internalize this idea
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why when you have emphysema do you breathe like this
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slow and with pursed lips do you have a mental image of the structure underlying that because they all do that's a basic science mental image of lung and its pathology correlating specifically to that patient
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so those two students are gonna have a really happy course but I promise you everyone else will go to first Aid and U World and they'll plug away going this is unpleasant I wish I could see patients well
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I'm gonna start you with your shorter breath when you read the stem in your questions you'll go I can feel the mind of the examiner she's talking to me she's saying
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I have a patient coming in and they breathe like this
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what do you think happens in their lungs that is the spirit of the exam clinical medicines built on a foundation of basic medical sciences and it's a really easy way to study
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you just keep asking why am I learning this and so true story I was teaching with this preeminent immunology microbiology educator and you know we were really close friends we taught all over the world together
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and she was staying at my house and we were sort of going through our curriculum of joining each other she went into this long complex discussion of immunology I'm sure you've been through many of them and I looked at her and said
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you know I'm just not gonna learn that and she was shocked
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I mean I'm the expert you have to know something you know it just looks like a lot of work and I I just don't see the benefit of it and she will tell you that was when her whole teaching philosophy changed
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20 years she's been teaching this right and she suddenly went oh my goodness I'm teaching doctors not immunology microbiology and so she coined this phrase we use it all the time and it's perfectly true
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hashtag make me care
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so as you're studying hashtag make me care ask yourself how does this make me understand my patient better clinical pathological correlation
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and I promise you that is the spirit of Step 1 exam and for all the tension and high stakes you kind of start enjoying your questions more so as you can tell I I've done lots of different teaching
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I've taught classic medical schools in the Caribbean I've done pure step on prep for many years and now I'm actually with a traditional medical school and they are teaching exactly the way I was
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back in 1972 they start with a little introduction and then they go straight to subjects right I mean you've done it right it's anatomy histology physiology
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microbiology that's their first year and then they come to second year where they're supposed to do the clinical integration of that and then they go to clerkship got it we all do that the other variant that you see in this
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might be your school is we do it by system so we're gonna do cardiovascular pulmonary renal but if you go take a look at how those system based are done
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they took each chapter from the subject and put it into that organ in other words you still have whoever did the PhD of lung physiology in the physiology course
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just takes his lung physiology and does it in lung it's still fragmented by subject based experts and this is how you can tell when you get that clinical person
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coming in to talk about lung disease does she teach the physiology because if she doesn't you know what you're saying well thanks PhD but my clinician didn't need it
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so this is just for exam if you as a practicing physician don't need that basic sciences then you don't need it so don't teach it there's a lot to learn
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well you can imagine my increasing frustration right I'm using these physiology books and I go hashtag make me care I don't I've spoken to lots of pulmonologists they just don't need it
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they memorize what they had to for their exams and then dropped it they do what they do in practice all you're gonna get from me in clin path correlation in each system is what you have to be able to do
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to understand disease and its treatment every time you're studying hashtag make me care but make me care is what practicing doctors do that's a clinical subject and it doesn't exist
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so I had to write the book and look at its title what else could I call it right it's clinical pathophysiology hashtag make me care
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clinical medicine is built on basic sciences every system starts CPC and then goes to structure function because we start with the patient it's patient centered learning
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if you haven't already be sure to subscribe each week I'm gonna be doing a new podcast and we're going from these basic discussions to more specific things like test
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step prep how we use testing to teach path of fizz I'm gonna be talking to former students I'm gonna be talking to the very small handful of educators who have moved over to the CPC style of teaching
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what that feels like and how their experience in teaching who has been so I hope you'll tune in if you like this video
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my previous video was on the idea of completeness see you next time
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau C1 is gebaseerd op de video “Why the CPC Method Changes How You Learn Medicine”. Deze woorden komen het vaakst terug: patient, clinical, teaching. Deze video bevat 106 zinnen en 3160 woorden om na te spreken. Het gesproken deel duurt 18:05. De spreker praat in een natuurlijk tempo van ongeveer 175 woorden per minuut, dicht bij een alledaags gesprek. 84% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| correlation zelfstandig naamwoord | /ˌkɔɹ.əˈleɪ.ʃən/ | correlatie |
| autopsy zelfstandig naamwoord | /ˈɔ.tɑp.si/ | autopsie |
| physiology zelfstandig naamwoord | /ˌfɪziˈɑ.lə.d͡ʒi/ | fysiologie |
| pathology zelfstandig naamwoord | /pəˈθɒləd͡ʒi/ | pathologie |
| hashtag zelfstandig naamwoord | /ˈhæʃˌtæɡ/ | hashtag |
| correlate werkwoord | /ˈkɔɹəleɪt/ | correleren, in wederkerige betrekking staan |
| microbiology zelfstandig naamwoord | /ˌmʌɪkrə(ʊ)bʌɪˈɒlədʒi/ | microbiologie |
| frustrate werkwoord | /ˈfɹʌsˌtɹeɪt/ | frustreren |
| immunology zelfstandig naamwoord | immunologie | |
| pathologist zelfstandig naamwoord | patholoog, patholoog-anatoom | |
| abnormality zelfstandig naamwoord | /ˌæbˌnɔɹˈmæl.ət.i/ | abnormaliteit |
| histology zelfstandig naamwoord | /hɪsˈtɒləd͡ʒi/ | weefselleer |
| memorize werkwoord | /ˈmɛm.əˌɹaɪ̯z/ | memoriseren, uit het hoofd leren |
| morbidity zelfstandig naamwoord | morbiditeit, ziekelijkheid | |
| preposition zelfstandig naamwoord | /ˌpɹɛpəˈzɪʃən/ | voorzetsel, kastwoord |
Phrasal verbs die je zult horen
| Woord | Uitspraak | Betekenis |
|---|---|---|
| come out werkwoord | /ˌkʌm ˈaʊt/ | uitkomen |
| get together werkwoord | samenkomen | |
| go away werkwoord | weggaan |
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Present perfect continuous have/has been + -ing — iets dat eerder begon en nog bezig is | I've been teaching · I've been studying · I've been doing |
| Voorwaardelijke zinnen if + zin, will/would + werkwoord — een voorwaarde en het gevolg | if we do nothing you wouldn't know |
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | have found · you've asked · you've done |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | aren't talked · was based · were missed |
Uitspraak om op te letten
De spreker gebruikt 110 samentrekkingen en verkorte vormen, zoals I'm, don't, gonna. Spreek ze kort uit, zoals je ze hoort.
- De “th”-klanken: pathological /ˌpæθ.əˈlɑd͡ʒ.ɪ.kəl/, pathology /pəˈθɒləd͡ʒi/, stethoscope /ˈstɛθəsˌkoʊp/, worthwhile /ˌwɜː(ɹ)θˈwaɪl/
- De klanken “sh” en “zh”: correlation /ˌkɔɹ.əˈleɪ.ʃən/, hashtag /ˈhæʃˌtæɡ/, preposition /ˌpɹɛpəˈzɪʃən/, frustration /fɹʌsˈtɹeɪ.ʃən/, clinician /klɪˈnɪʃən/
- Lange woorden — let op de klemtoon: correlation /ˌkɔɹ.əˈleɪ.ʃən/, pathological /ˌpæθ.əˈlɑd͡ʒ.ɪ.kəl/, physiology /ˌfɪziˈɑ.lə.d͡ʒi/, pathology /pəˈθɒləd͡ʒi/, microbiology /ˌmʌɪkrə(ʊ)bʌɪˈɒlədʒi/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: hashtag /ˈhæʃˌtæɡ/, memorize /ˈmɛm.əˌɹaɪ̯z/, intuitive /ɪnˈtjuːɪtɪv/, profound /pɹəˈfaʊnd/, cohesive /kəʊˈhiː.sɪv/
- /æ/ — opener dan de Nederlandse “e”: pathological /ˌpæθ.əˈlɑd͡ʒ.ɪ.kəl/, hashtag /ˈhæʃˌtæɡ/, abnormality /ˌæbˌnɔɹˈmæl.ət.i/, fragment /ˈfɹæɡmənt/, mortality /mɔɹˈtælɪti/
- /g/ — een harde plofklank, geen Nederlandse “g”: hashtag /ˈhæʃˌtæɡ/, fragment /ˈfɹæɡmənt/, gurgle /ˈɡɝ.ɡl̩/, morgue /moɹɡ/, examiner /əɡˈzæmɪnɚ/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Begin op 0,75× snelheid, spreek zin voor zin na en ga terug naar normale snelheid zodra het makkelijk gaat.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als correlation, autopsy, physiology.
Wat is de Shadowing-techniek?
Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.