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This is Lab Medicine
Rounds, a curated podcast

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for physicians, laboratory
professionals and students.

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I'm your host, Justin Kreuter,
the Bow Tie Band of Blood

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a transfusion medicine
pathologist at Mayo Clinic.

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Today we're rounding with Dr.

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Clarissa Jordan, chief
resident in anatomic

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and clinical pathology in the Department

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of Laboratory Medicine Pathology here

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at Mayo Clinic to talk about
online pathology resources.

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A timely topic as we're getting
into the new academic year

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for those that are learning
pathology and always

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nice for those of us
that are practicing to

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understand what are those
valuable resources out there.

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Thanks for joining us today

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Dr. Jordan.

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Thank you so much for having me.

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I'm really excited to talk
about this with you today.

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So maybe to kick things off,
I'm curious, how have you gone

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about learning, discovering
what you kind of use

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as the online pathology resources?

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Absolutely. You know, as, as far as those

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of us who are in training
programs and who are, are

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you know, current learners,
I think the best resource

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for me really has just been
talking with other residents,

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particularly residents who, you
know, are, are further along

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in their training and have
more experience than me.

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You know, I, I think it's
useful also to talk to a variety

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of these residents because
different people have

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have different preferences
and might like different things.

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Some resources may be
more kind of conducive

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to your learning style, for example.

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So I always advise residents to

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to kind of ask around,
see what's out there.

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I think another great
place is Twitter, actually.

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I think you can find a ton
of great pathology resources

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you know, directly on Twitter
or just by asking people.

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I've noticed a couple of great threads

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particularly after board
season where people talk

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about what was most useful.

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So yeah, that's sort of
been the two main areas

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that have really helped me find
online pathology resources.

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Oh, gotcha.

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And I'm glad you're kind of
highlighting this, you know

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getting the variety and

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and how Twitter can really help with that.

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Do you find also with that variety

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as you go to different rotations

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that you kind of pick up some resources?

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Or is it, is it more of, like
you say, when somebody puts

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out a bolus, kind of
after taking the boards

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kind of highlighting what
did, what do they find useful?

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Yeah, I, I think for,
for me at least, it's

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it's sort of been rotation dependent.

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Whenever I'm about to head

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onto a new rotation, I'd
like to, you know, message

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or just talk to residents
who have maybe even just gone

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through that rotation to see, hey

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what was most useful to you?

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You know, in terms of
textbooks or, or again

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online resources as we're discussing.

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I think that kind

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of peer to peer learning is,
is really super valuable.

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Absolutely. And I'm always
curious to learn what

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are people talking about?

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Because I, I think that's really,
that kind of, you know

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learner perspective is really
important and probably for

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I guess, how you use
those resources, right?

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Because sometimes things are almost

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like you have to be an
expert to understand.

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So it makes me curious

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how are you using these online resources

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in your practice or to
augment your, your learning?

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I imagine there's a, a little bit of both.

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Can you kind of elaborate
a little bit for us?

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Yeah, sure thing.

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And I, I think you make
an excellent point about

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you know, sometimes
it's, it's about figuring

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out what resources are
gonna work for you in

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in which specific scenarios.

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So I'll give a couple different examples.

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So for anatomic pathology, I think a lot

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of people are familiar with a
website called Kurt's Notes.

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This is Dr.

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Kurt Schaberg, who is
at UC Davis, I believe.

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He has really put together
kind of these quick

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reference guides, almost
you could say, for every

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pretty much every different organ system

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which are super useful.

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So I kind of use them
in two different ways.

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I, I reference Kurt's notes a lot

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during each AP rotation that I do.

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So if I'm on a GYN rotation,
I make great use of his

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you know, uterus, ovarian,
you know, et cetera guides.

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And, you know, for me,
I just find that when

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I'm making a diagnosis,
it's a really quick and

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easy reference that's easily
accessible from, from anywhere.

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I think, you know, in anatomic
pathology especially, part

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of the issue is just that
sometimes you may not

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even know like what your
options are for a diagnosis.

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Right. And I think having
kind of a, a nice condense

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and really easy to navigate
resource like Kurt's Notes is

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has been really useful
for kind of, you know

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providing a framework for me and just

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just knowing what's out there
in a specific organ system.

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And in addition to, you know,
using Kurt's notes when I'm

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you know, on a rotation
making diagnoses and sort of

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I guess you could say in clinical practice

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I also use it a lot when
I'm just studying on my own.

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You know, again, I think

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that framework is
something I really try to

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incorporate when I'm making
my own study materials and

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and flashcards and things like that.

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So I, I think these online
resources are really

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valuable kind of in,
in multiple modalities.

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And do you think kind of
your experience has been

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as I really, you know, in in
the medical education world

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we talk a lot scaffolding, right?

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So that we can really kind of
make the most of the material.

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As you're saying, you kind of set

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up this framework when you're
using an online resource

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like that.

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Do you think that that allows
your face-to-face learning

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with your attending physician to

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does that help you kinda ask
more interesting questions

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or do you feel

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like you get more out
of the experience when

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you've kind of done that kind of prep?

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Does that kind of lean
over into that experience?

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Yeah, absolutely.

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I think, you know, whenever
I'm looking at a

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a tumor for example, right?

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I always want to, well

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even backing up a little
further from that, right?

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The first thing you wanna
decide on when you're looking

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at a piece of tissue is, Hey,
is this benign or malignant?

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I find it really, you know

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nice to kind of just go into,
into different categories.

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You know, once you

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once you are at like the
malignant stage, for example

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so like in the ovary, right?

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Are we at a epithelial lesion?

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Okay. So if I decide, yes, we are

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then I know my options are,
you know, Cyrus Endometrioid

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clear cell, brener,
you know, so I, I think

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I think that's, I, I think
having that kind of framework

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in mind is really useful when
you're talking to attendings.

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Because then, you know, number one

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of course it helps your diagnostic skill

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and number two, it demonstrates

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that you're really thoughtfully
thinking about the case.

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Mm.

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I like that too, right?

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That's highlighting that,
that I guess I think

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of that sometimes as ownership, right?

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Yeah. If somebody is taking
ownership for the case

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which sometimes is a hard
thing for us in pathology to do

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or at least we don't
that way traditionally

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it can be thought of.

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Are there, I'm curious, you

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you talked about the
framework being helpful.

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If we kind of back up for a second

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and think about that concept
of what's helpful or useful.

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Are there aspects of online
resources as you think

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through a couple of the tools
that you have found helpful?

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Are there some common themes

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about them that make
them more useful for you?

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Yeah, absolutely.

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I think one resource
that I really like that

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I've been using Mora

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on my CP rotations is gonna
be the AACC learning lab.

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So that's from the American Association

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for Clinical Chemistry

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and the New England Journal of Medicine.

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It covers more than
just clinical chemistry

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it covers a lot of clinical
pathology topics like heempath,

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transfusion as you know,
genomics, immunology

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even laboratory management.

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And, you know, one of
the things I really like

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about this particular resource is

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that it uses adaptive learning.

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So for example, you know

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it'll ask you questions kind of upfront

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about the material and then based

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on how you answer them and
how confident you report being

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in your answer, the
curriculum actually adapts.

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So if you got a question wrong
or maybe you got it right

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but you weren't very
confident about it, you know

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the curriculum will go more

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in depth into that particular topic.

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So I, I think that's, you
know, I know you and I, Dr.

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Kreuter are both really passionate

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about education strategies
and kind of best practices

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on how to engage learners.

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And so I, I think this
approach is really awesome

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and it incorporates, you know

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active recall space, repetition,
those things that we love.

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So that's, you know, I
think that's just an example

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of a really well done resource.

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I think also online
resources that take advantage

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of kind of the new big
revolution in pathology

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digital pathology are really awesome.

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So for example, there's kind of a

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a newer textbook called
Surgical Pathology Reimagined

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and that's from Ace the Boards.

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And what I love about this textbook is

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that there are QR codes, so
you can actually scan those

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and then it'll take you to a
digital slide that's online

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which I think is just super
useful because, you know

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photos in a textbook can
only show you so much, right?

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Like, it's gonna show you
just usually a small part

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of the slide and with like

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the very best features of,
of whatever the entity is.

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And I think providing a
whole slide image kind of

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in contrast to that is like, you know

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it helps bridge the gap

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between like textbook picture
and actual clinical practice.

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So yeah, I, I think those
are two great examples.

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I'd love to kind of pick into this.

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I'm, I'm curious for your thoughts

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as you talk about the, the
slide, and I may be totally off

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so feel free to let me know.

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I, you know, I think about
like somebody who's, you know

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in their first year
just learning like maybe

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like the slide feels
like you know, the ocean.

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Yeah. And in that context

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like maybe that kind of,
you know, directed pointed

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and this is the feature is
helpful, whereas in contrast

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somebody very senior like
yourself, like, you know

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getting ex getting that,
that ocean, that full slide

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in front of you and where
you're just like, yeah, this is

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this is where it's at.

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Do, do you hear anything amongst like the

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the other residents as
people are developing?

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Do they have or are there features

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that the digital pathology is able to turn

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on that can direct more novice learners?

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Absolutely. I think, you know

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as more institutions are kind
of embracing digital pathology

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and kind of curating these
digital slide study sets

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for their residents

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I think something that
I've noticed that's useful

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from kind of our study
sets is to have consultant

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or attending pathologists
really annotate the images

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so that you can kind of have that zoomed

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in. Like, Hey, this is
what you're looking for

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especially for those junior
residents as you, you know

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astutely point out, I think it's

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it's great for more senior
residents to kind of

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have that blank slate
approach where it's like, okay

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this is me out in clinical
practice, I get this slide.

251
00:11:41,400 --> 00:11:43,960
I need to be able to have
that skill to really parse

252
00:11:43,960 --> 00:11:45,500
down exactly what I'm looking for

253
00:11:45,500 --> 00:11:48,500
on this slide where not everything
is gonna be maybe useful

254
00:11:48,500 --> 00:11:50,059
to me in making the diagnosis.

255
00:11:50,059 --> 00:11:52,920
So I think that's a
very astute point and I

256
00:11:52,920 --> 00:11:55,160
I do think digital pathology is, has

257
00:11:55,160 --> 00:11:57,120
has some great opportunities
to kind of cater

258
00:11:57,120 --> 00:12:00,320
to both ends of kind of
the learning spectrum.

259
00:12:00,320 --> 00:12:01,153
That's awesome.

260
00:12:01,153 --> 00:12:04,179
A as we're kind of talking
about this at both ends now

261
00:12:04,179 --> 00:12:08,540
I know we've been name
dropping some resources and Dr.

262
00:12:08,540 --> 00:12:11,700
Jordan's kindly we're sharing
that in the show notes today.

263
00:12:12,960 --> 00:12:14,960
And we're not gonna name names here

264
00:12:14,960 --> 00:12:17,340
but I think there are examples.

265
00:12:17,340 --> 00:12:21,140
I mean, I've been asked to look
at some learning materials.

266
00:12:21,140 --> 00:12:22,740
I think there's a lot of us, fortunately

267
00:12:22,740 --> 00:12:26,559
that are passionate about
teaching our specialty and

268
00:12:26,559 --> 00:12:31,380
you know, have you seen
examples where, you know

269
00:12:31,380 --> 00:12:32,800
somebody certainly is passionate

270
00:12:32,800 --> 00:12:36,210
but it's just that website
that they're developing

271
00:12:36,210 --> 00:12:39,380
it's just not useful for whatever reason.

272
00:12:39,380 --> 00:12:41,820
I think if that's the case

273
00:12:41,820 --> 00:12:42,960
I think it'd probably be really helpful

274
00:12:42,960 --> 00:12:46,220
for people to kind of hear, you know, as a

275
00:12:46,220 --> 00:12:49,860
as a senior learner, you
know, junior colleague

276
00:12:51,160 --> 00:12:52,140
what's your perception

277
00:12:52,140 --> 00:12:55,520
on maybe some things that actually impede

278
00:12:55,520 --> 00:12:59,650
or not useful that, that
you've seen people use?

279
00:12:59,650 --> 00:13:02,679
Yeah, I can think of maybe
a couple different examples.

280
00:13:02,679 --> 00:13:05,140
You know, I, there's,
there's certainly a lot

281
00:13:05,140 --> 00:13:07,360
of question banks out there for pathology

282
00:13:07,360 --> 00:13:10,179
and more specifically I
think for board studying

283
00:13:10,179 --> 00:13:12,600
I find them still useful even, you know

284
00:13:12,600 --> 00:13:14,620
before I was, you know, boards prepping.

285
00:13:15,620 --> 00:13:17,090
I will say though that, you know

286
00:13:17,090 --> 00:13:20,540
some question banks are, you
know, better than others.

287
00:13:20,540 --> 00:13:21,920
I think some incorporate a lot

288
00:13:21,920 --> 00:13:25,940
of negative questions,
which, you know, for example

289
00:13:26,880 --> 00:13:29,940
all of the following except what is true.

290
00:13:31,160 --> 00:13:35,559
And I find those questions
really confusing as a learner.

291
00:13:35,559 --> 00:13:37,059
You know, I, I just think, I

292
00:13:37,059 --> 00:13:39,260
I think in the education
community we've kind of seen

293
00:13:39,260 --> 00:13:40,093
that this is, you know

294
00:13:40,093 --> 00:13:43,660
not the best practice for
learners, but in addition

295
00:13:43,660 --> 00:13:46,160
just adding on my personal
experience, right?

296
00:13:46,160 --> 00:13:49,160
If you are kind of
including a wrong answer

297
00:13:49,160 --> 00:13:51,340
in those answer choices,
I find that to be very

298
00:13:51,340 --> 00:13:53,620
confusing when you're like maybe reviewing

299
00:13:54,890 --> 00:13:57,580
reviewing again, you, you
know that question, right?

300
00:13:57,580 --> 00:13:59,240
I make a lot of flashcards for example.

301
00:13:59,240 --> 00:14:02,160
And so I might want to have
like a multiple choice question

302
00:14:02,160 --> 00:14:04,580
on my flashcard, but I
find it really actually

303
00:14:04,580 --> 00:14:07,140
detrimental to include those
negative questions again

304
00:14:07,140 --> 00:14:09,740
because you don't wanna have
that like incorrect piece

305
00:14:09,740 --> 00:14:12,340
of information just kind of
floating around in your memory.

306
00:14:13,900 --> 00:14:15,700
That's a brilliant insight.

307
00:14:15,700 --> 00:14:17,090
I just wanted to kind of underline

308
00:14:17,090 --> 00:14:20,980
that for our, our listeners,
for those of us that

309
00:14:20,980 --> 00:14:22,560
that write board questions

310
00:14:22,560 --> 00:14:24,740
and also select questions
on the rise exam.

311
00:14:24,740 --> 00:14:28,100
Know that that negative
question is, is a no-no

312
00:14:28,100 --> 00:14:31,020
but I could see where
people that haven't had

313
00:14:31,020 --> 00:14:33,220
that experience yet may
not be aware of that.

314
00:14:33,220 --> 00:14:36,080
And I think it's a
brilliant insight and, and

315
00:14:36,080 --> 00:14:40,960
and highlights really where it
is an impedance to learning.

316
00:14:40,960 --> 00:14:42,260
So thanks for sharing that.

317
00:14:43,260 --> 00:14:46,340
Absolutely. I think another area that I

318
00:14:46,340 --> 00:14:49,880
I personally find to
be maybe a little less

319
00:14:49,880 --> 00:14:52,860
useful is when people
are sharing things online

320
00:14:53,860 --> 00:14:57,340
but they kind of don't share the answer.

321
00:14:59,440 --> 00:15:01,660
And sorry, this might have
to be like, edited a bit

322
00:15:01,660 --> 00:15:04,000
and this is maybe a little
more of a half-baked idea

323
00:15:04,000 --> 00:15:06,530
but just FYI, so for example

324
00:15:06,530 --> 00:15:10,160
when folks will share a slide or an image

325
00:15:10,160 --> 00:15:11,980
and then they'll say, Hey, come back

326
00:15:11,980 --> 00:15:15,740
in a week and we'll
discuss the answer For me

327
00:15:15,740 --> 00:15:19,860
I really love kind of that
on the spot learning, right?

328
00:15:19,860 --> 00:15:22,260
I think active recall is as we know

329
00:15:22,260 --> 00:15:25,480
a really important learning
strategy for me, I think it's

330
00:15:25,480 --> 00:15:28,050
as a learner, I think
it's most useful to yeah

331
00:15:28,050 --> 00:15:31,160
challenge yourself, do that
act of recall in the moment

332
00:15:31,160 --> 00:15:34,020
but then turn around and,
and, and get the answer right.

333
00:15:34,020 --> 00:15:36,000
I think that's where you can
really solidify your learning.

334
00:15:36,000 --> 00:15:38,470
So I think some learning
resources which maybe

335
00:15:38,470 --> 00:15:41,220
don't provide you with
an answer or an ease or

336
00:15:41,220 --> 00:15:44,380
or a way to find the
answer kind of on the spot

337
00:15:44,380 --> 00:15:46,040
I think a lot of the learning can

338
00:15:46,040 --> 00:15:48,620
can really slip through the
cracks in in those times.

339
00:15:50,800 --> 00:15:53,240
I, I really like that because I know

340
00:15:53,240 --> 00:15:57,140
of examples that have been
successful of people doing that

341
00:15:57,140 --> 00:16:00,860
but as I think about
that, I think the users

342
00:16:00,860 --> 00:16:04,240
of that are really the
professional community as far

343
00:16:04,240 --> 00:16:06,000
as what I've seen Sure.

344
00:16:06,000 --> 00:16:09,980
Ra rather than the learners or the

345
00:16:09,980 --> 00:16:12,160
the larger community of pathologists.

346
00:16:13,260 --> 00:16:16,330
So again, that's another
brilliant insight.

347
00:16:16,330 --> 00:16:17,163
Thank

348
00:16:17,163 --> 00:16:17,513
You. Thank you.

349
00:16:17,513 --> 00:16:19,040
One of the nice things too is

350
00:16:19,040 --> 00:16:23,220
that you are also involved
in curating content online.

351
00:16:23,220 --> 00:16:25,320
So just to give a shout

352
00:16:25,320 --> 00:16:30,320
out for your own website
pathcejmd.com.

353
00:16:31,740 --> 00:16:33,000
So for our listeners check out

354
00:16:33,000 --> 00:16:34,160
of course we'll put the links

355
00:16:34,160 --> 00:16:35,600
in the show notes to that as well.

356
00:16:36,780 --> 00:16:40,870
But could you tell us
how have you approached

357
00:16:40,870 --> 00:16:45,440
sharing content on your
website from the standpoint of

358
00:16:46,460 --> 00:16:48,720
you know, how do you
kind of put it together

359
00:16:50,020 --> 00:16:53,960
and has that process
changed over the years?

360
00:16:56,040 --> 00:16:57,210
Yeah, sure thing.

361
00:16:57,210 --> 00:16:59,850
You know, I think I first
started sharing pathology

362
00:16:59,850 --> 00:17:04,130
education content online when
I realized I was creating kind

363
00:17:04,130 --> 00:17:06,530
of notes and educational
materials for myself.

364
00:17:06,530 --> 00:17:07,730
And I thought, well, you know

365
00:17:07,730 --> 00:17:09,430
this might be useful for someone else

366
00:17:09,430 --> 00:17:11,490
so I'll just share
it and see what sticks.

367
00:17:12,329 --> 00:17:13,290
And then since then I've

368
00:17:13,290 --> 00:17:14,940
I've tried to be a little more intentional

369
00:17:14,940 --> 00:17:17,510
about what I really want
to accomplish with this.

370
00:17:17,510 --> 00:17:19,089
And so I kind of sat down

371
00:17:19,089 --> 00:17:22,270
with myself and thought about,
you know, goals for this.

372
00:17:22,270 --> 00:17:23,103
And so I

373
00:17:23,103 --> 00:17:26,130
I want to make content
that's, I think I decided I

374
00:17:26,130 --> 00:17:28,490
I want to make content that's
clearly understandable

375
00:17:28,490 --> 00:17:31,630
thoughtfully organized
and clinically relevant.

376
00:17:31,630 --> 00:17:33,690
And I know that's like a really lofty goal

377
00:17:33,690 --> 00:17:35,490
but essentially what
that boils down to is I

378
00:17:35,490 --> 00:17:38,470
I really wanna be focused on the needs

379
00:17:38,470 --> 00:17:40,430
of the learner kind of in that moment.

380
00:17:40,430 --> 00:17:43,000
So as we've kind of alluded to already

381
00:17:43,000 --> 00:17:46,390
just something that's really
easily digestible in the moment

382
00:17:46,390 --> 00:17:48,450
and just gives you kind
of the salient points.

383
00:17:49,640 --> 00:17:51,900
You know, I'm sharing cases
that I've kind of come

384
00:17:51,900 --> 00:17:54,960
across in practice which are,
are de-identified of course.

385
00:17:54,960 --> 00:17:57,940
And you know, not from
the same time period

386
00:17:57,940 --> 00:18:01,940
like the current time period,
but basically, you know

387
00:18:01,940 --> 00:18:06,130
I try to approach this by
thinking about, you know

388
00:18:06,130 --> 00:18:07,640
what are kind of the practical

389
00:18:07,640 --> 00:18:10,160
and salient points that
I learned from this case.

390
00:18:10,160 --> 00:18:12,880
You know, I'm not trying to be a textbook

391
00:18:12,880 --> 00:18:14,859
I'm not trying to be a
comprehensive resource.

392
00:18:14,859 --> 00:18:17,420
I think other people do
that much better than me

393
00:18:17,420 --> 00:18:19,960
but I'm just trying to think,
okay, what would be useful

394
00:18:19,960 --> 00:18:21,780
or what did I learn and
what would be useful

395
00:18:21,780 --> 00:18:24,640
to other learners when they
may come across this entity?

396
00:18:24,640 --> 00:18:29,260
So let's say usual doctor
hypo usual ductal hyperplasia

397
00:18:29,260 --> 00:18:31,060
in the breast, for example, right?

398
00:18:31,060 --> 00:18:34,130
Let's say I saw a case of that
I might think to myself, Hey

399
00:18:34,130 --> 00:18:37,160
what are the key features
that I recognized

400
00:18:37,160 --> 00:18:38,740
or I learned about when I was signing

401
00:18:38,740 --> 00:18:40,840
out with the attending that
I think would be useful?

402
00:18:40,840 --> 00:18:44,140
So then I'll often
annotate images like, Hey

403
00:18:44,140 --> 00:18:46,040
these cells have like a
nice streaming quality

404
00:18:46,040 --> 00:18:47,820
that's really good for UDH or, or

405
00:18:47,820 --> 00:18:50,480
I see these peripheral
irregular fenestrated spaces

406
00:18:50,480 --> 00:18:52,380
that's also great for, for UDH.

407
00:18:53,480 --> 00:18:55,660
So I, I love annotating images.

408
00:18:55,660 --> 00:18:57,420
I think that's super useful.

409
00:18:57,420 --> 00:18:59,900
I also think what makes part of, you know

410
00:18:59,900 --> 00:19:04,260
posting educational
content online fun is when

411
00:19:04,260 --> 00:19:05,560
you get to engage with folks.

412
00:19:05,560 --> 00:19:09,240
So then I often think of kind of questions

413
00:19:09,240 --> 00:19:13,030
or polls that might be that
I could add in to the case.

414
00:19:13,030 --> 00:19:15,690
Again, it kind of gets
people engaged a little more.

415
00:19:15,690 --> 00:19:17,100
It's great for boards prep.

416
00:19:18,200 --> 00:19:21,020
It allows you to get kind of maybe more

417
00:19:21,020 --> 00:19:22,220
at like a, a higher order

418
00:19:22,220 --> 00:19:25,220
like a second or third order
level concept related to the

419
00:19:25,220 --> 00:19:27,109
the point you're trying to make.

420
00:19:27,109 --> 00:19:28,820
Right? Like you could say, which

421
00:19:28,820 --> 00:19:32,410
of the following IHC stains
is positive in, you know

422
00:19:32,410 --> 00:19:34,480
this entity and just have
a photo of it, right?

423
00:19:34,480 --> 00:19:36,090
So that way, you know,
you gotta number one

424
00:19:36,090 --> 00:19:38,619
know what the diagnosis
is and then you gotta

425
00:19:38,619 --> 00:19:41,420
know your IHC stains
kind of on top of that.

426
00:19:41,420 --> 00:19:44,100
So it gets at a kind of a
higher order than just, Hey

427
00:19:44,100 --> 00:19:45,140
what is this diagnosis?

428
00:19:46,220 --> 00:19:48,859
And again, I often
like to give, well I

429
00:19:48,859 --> 00:19:51,260
always like to give the answer
kind of on the same page.

430
00:19:52,350 --> 00:19:54,600
Again, I think, you know,
challenge yourself, right?

431
00:19:54,600 --> 00:19:57,160
Do that active recall,
that's super important

432
00:19:57,160 --> 00:19:59,760
but then, you know,
check your knowledge and

433
00:19:59,760 --> 00:20:01,780
and solidify your
knowledge in that moment.

434
00:20:01,780 --> 00:20:04,800
I think for, for busy
residents, I think that's

435
00:20:04,800 --> 00:20:06,280
that's super important and

436
00:20:06,280 --> 00:20:09,730
and just a strategy that I've
found to be successful for me.

437
00:20:09,730 --> 00:20:12,420
Well, certainly one of my
failures in life has been

438
00:20:12,420 --> 00:20:14,090
that I haven't been able to recruit you

439
00:20:14,090 --> 00:20:17,880
into transfusion medicine
fellowship, but I think Thank you.

440
00:20:17,880 --> 00:20:19,880
You know, you're really highlighting

441
00:20:19,880 --> 00:20:23,460
for the audience that I
think is phenomenal is

442
00:20:24,330 --> 00:20:27,990
that you are thinking very
deeply about this material

443
00:20:27,990 --> 00:20:29,240
about what you're learning.

444
00:20:29,240 --> 00:20:30,170
So like already

445
00:20:30,170 --> 00:20:34,250
like some people may see
you doing this work and it's

446
00:20:34,250 --> 00:20:37,520
it's a gift that you are sharing for sure

447
00:20:37,520 --> 00:20:39,600
but it's also benefiting you, right?

448
00:20:39,600 --> 00:20:41,640
Is the, the deep thought
that you have to put

449
00:20:41,640 --> 00:20:46,640
in to think about what is a
relevant question as well as one

450
00:20:48,660 --> 00:20:51,920
of the unique things, and
this is kind of hat tip to you

451
00:20:51,920 --> 00:20:55,380
and all of the other learners
to think about is because I know

452
00:20:55,380 --> 00:21:00,380
that imposter syndrome is a
real struggle, that you know

453
00:21:00,609 --> 00:21:05,570
your perspective on what is the

454
00:21:05,570 --> 00:21:10,240
what did I learn from
this is supremely valuable

455
00:21:10,240 --> 00:21:12,660
in a way that somebody
who is a world expert

456
00:21:12,660 --> 00:21:16,640
in something writing a
board review book probably

457
00:21:16,640 --> 00:21:19,180
is not capturing and, and presenting.

458
00:21:20,250 --> 00:21:21,780
Yeah, absolutely.

459
00:21:21,780 --> 00:21:22,613
First of all, thank you

460
00:21:22,613 --> 00:21:26,500
for your kind words and
I totally agree with you.

461
00:21:26,500 --> 00:21:27,660
I think having that kind

462
00:21:27,660 --> 00:21:30,380
of learner perspective on
things is really important.

463
00:21:32,000 --> 00:21:35,359
You know, I would encourage
other folks to, you know

464
00:21:35,359 --> 00:21:37,980
do this if, if they want, like
you were kind of alluding to

465
00:21:37,980 --> 00:21:40,450
I think, you know, I've learned so much

466
00:21:40,450 --> 00:21:43,740
from posting educational
content online, you know

467
00:21:43,740 --> 00:21:46,359
the entities that I know best are, are

468
00:21:46,359 --> 00:21:48,180
are often the ones that I

469
00:21:48,180 --> 00:21:49,780
I post online just for that reason.

470
00:21:49,780 --> 00:21:52,580
Right? I have to really think
deeply about it and yeah

471
00:21:52,580 --> 00:21:55,380
I know it can be intimidating, you know

472
00:21:55,380 --> 00:21:57,440
alluding to the imposter
syndrome that you mentioned.

473
00:21:57,440 --> 00:22:01,020
But no, I think
it's a great research.

474
00:22:01,020 --> 00:22:01,900
It it, you know, these

475
00:22:01,900 --> 00:22:03,859
this can certainly be a
great resource for everyone.

476
00:22:05,109 --> 00:22:07,030
Absolutely. We've been routing with Dr.

477
00:22:07,030 --> 00:22:10,760
Jordan talking about
online pathology resources.

478
00:22:10,760 --> 00:22:13,109
Thank you so much for sharing some

479
00:22:13,109 --> 00:22:14,710
of your recommendations as well

480
00:22:14,710 --> 00:22:17,510
as taking the time to talk
about this with us today.

481
00:22:18,440 --> 00:22:19,273
Thank you so much.

482
00:22:19,273 --> 00:22:20,070
I had a lot of fun.

483
00:22:21,609 --> 00:22:24,470
To all of our listeners, thank
you for joining us today.

484
00:22:24,470 --> 00:22:26,170
We invite you to share your thoughts

485
00:22:26,170 --> 00:22:31,170
and suggestions via email
to MCLeducation@mayo.edu.

486
00:22:32,290 --> 00:22:34,290
And if you've enjoyed this podcast

487
00:22:34,290 --> 00:22:37,530
please subscribe and until
our next rounds together

488
00:22:37,530 --> 00:22:41,050
we encourage you to continue
to connect lab medicine

489
00:22:41,050 --> 00:22:43,990
and the clinical practice
through insightful conversations.