In this episode of Dr. Tisdall Unfiltered, I sit down for a candid conversation about one of the biggest problems in medical education today: the way pathology is taught—and the way students are studying it. I discuss why relying solely on popular resources like Pathoma and Robbins can leave students memorizing facts without truly developing clinical reasoning, and why that disconnect shows up on COMLEX, USMLE, and in real patient care.

As a physician and medical educator, I’ve spent years teaching pathophysiology through a clinical reasoning framework that starts with anatomy, chief complaint, and mechanism—not buzzwords. In this interview, I explain why memorizing endless tumor subtypes isn’t the same as understanding disease, how passive learning tools can quietly undermine your progress, and what it actually means to “think like a doctor.” We also explore the difference between subject-based learning and patient-centered reasoning, why free resources aren’t always cost-effective, and how structured, MD-led small group teaching changes outcomes.

If you’re a medical student preparing for COMLEX or USMLE, a pre-med trying to understand how doctors think, or a practicing clinician reflecting on how medicine is taught, this episode will challenge you to rethink your study strategy and your mental framework for disease.

Buy the textbook:

Volume 1: https://www.amazon.com/Clinical-Pathophysiology-COMLEX®-Medical-Companion/dp/B0CF4J4BP2

Volume 2: https://www.amazon.com/Clinical-Pathophysiology-COMLEX®-Medical-Companion/dp/B0CDZ2QHHY/

Watch the full video episode on YouTube: https://youtu.be/swT67OThANI

Follow me on social @drphiliptisdall

If you found this conversation helpful, follow Dr. Tisdall Unfiltered on Spotify and Apple Podcasts so you don’t miss future expert interviews and deep dives into clinical reasoning, medical education reform, and how to truly think like a physician.

In this solo episode of Dr Tisdall Unfiltered, I explain exactly how to use my textbook the way it was designed to be used — not as a passive reading exercise, but as a structured system for developing real clinical reasoning. I walk through why medical students struggle when they learn anatomy and physiology in isolation, why everything must begin with the chief complaint, and how to build a usable differential diagnosis from structure and function. Using congestive heart failure as an example, I demonstrate how to think through a case the way a physician does, rather than memorizing disconnected facts for exams.

I also explain why Appendix A is foundational to the entire framework, how the 80/20 rule applies to clinical medicine, and why students often feel lost when transitioning from classroom knowledge to patient care. If you are preparing for USMLE, COMLEX, shelf exams, or simply want to organize medicine in a way that is clinically usable, this episode will show you how to approach studying differently.

My goal is simple: to teach you how to think, not what to memorize.

Follow Dr Tisdall Unfiltered for more in-depth discussions on clinical reasoning, pathophysiology, and how to train your mind to function like a physician.

Buy the textbook:

Volume 1: https://www.amazon.com/Clinical-Pathophysiology-COMLEX®-Medical-Companion/dp/B0CF4J4BP2
Volume 2: https://www.amazon.com/Clinical-Pathophysiology-COMLEX®-Medical-Companion/dp/B0CDZ2QHHY/

Watch the full video episode on YouTube: https://youtu.be/KSn3FXxA4G8

Follow me on social @drphiliptisdall

In this episode of Dr Tisdall Unfiltered, I sit down for an in-depth conversation about what modern medical education gets wrong—and what it should be doing instead. This is a thoughtful discussion on why content overload isn’t the real problem in medicine, how clinical reasoning has been displaced by rote memorization, and why speed, pattern recognition, and storytelling are essential to thinking like a doctor. Drawing on decades of experience as a hospital-based pathologist and medical educator, I explain why understanding pathophysiology matters more than chasing isolated facts, how exams distort learning priorities, and what students can do to build durable medical judgment that actually holds up at the bedside. This episode is for medical students, residents, and educators who feel overwhelmed by the current system and are looking for a clearer, more grounded way to learn and teach medicine. Follow the podcast for more expert interviews and honest conversations about medical education, clinical reasoning, and the practice of medicine.

Buy the textbook:

Volume 1: https://www.amazon.com/Clinical-Pathophysiology-COMLEX®-Medical-Companion/dp/B0CF4J4BP2

Volume 2: https://www.amazon.com/Clinical-Pathophysiology-COMLEX®-Medical-Companion/dp/B0CDZ2QHHY/

Watch the full video episode on YouTube:
https://youtu.be/cpm1PE4dQow

Follow me on social: @drphiliptisdall

In this episode, I unpack one of the most damaging myths in medical education: the idea that success on exams requires memorizing everything. I’m Dr. Philip Tisdall, a medical educator with decades of experience as a practicing pathologist and teaching students how to think clinically rather than chase isolated facts. In this conversation, I explain what medical exams are actually testing, why excessive memorization fuels anxiety, and how focusing on mechanisms, patterns, and clinical relevance leads to better performance and deeper understanding. Using real examples, including how questions around Epstein–Barr virus are constructed, I walk through how students can study more efficiently, build confidence, and trust the fairness of well-designed exams. If you’re a medical student, pre-med, or educator looking for a more effective and sustainable approach to exam prep, this episode will challenge how you think about learning medicine.

🎧 Follow the podcast for more expert conversations on medical education, clinical reasoning, and exam strategy.

📘 Buy the textbook:
Volume 1: https://www.amazon.com/Clinical-Pathophysiology-COMLEX®-Medical-Companion/dp/B0CF4J4BP2
Volume 2: https://www.amazon.com/Clinical-Pathophysiology-COMLEX®-Medical-Companion/dp/B0CDZ2QHHY/

▶️ Watch the full video episode on YouTube:
https://youtu.be/3B3EypdKpcU

📲 Follow me on social: @drphiliptisdall

In this episode of Dr. Tisdall Unfiltered, I sit down for a candid conversation about one of the most misunderstood problems in medical education: anxiety. Not anxiety as an emotion, but anxiety as a cognitive failure that disrupts clinical reasoning, blocks pattern recognition, and causes students to freeze during exams. I explain why traditional coping rituals often make things worse, how panic hijacks working memory, and what it actually takes to restore clear thinking under pressure. This episode is especially relevant for medical students preparing for Step 1, Step 2, COMLEX, or clinical exams who feel like they know the material but can’t access it when it matters.

I’m Dr. Philip Tisdall — physician, medical educator, and author of the Clinical Pathophysiology Medical Companion series. My work focuses on teaching students how to think clinically from first principles rather than relying on memorization or test-taking tricks.

If you want more expert discussions on medical education, clinical reasoning, and exam performance, make sure to follow the podcast so you don’t miss future episodes.

Buy the textbook:
Volume 1: https://www.amazon.com/Clinical-Pathophysiology-COMLEX®-Medical-Companion/dp/B0CF4J4BP2

Volume 2: https://www.amazon.com/Clinical-Pathophysiology-COMLEX®-Medical-Companion/dp/B0CDZ2QHHY/

Watch the full video episode on YouTube:
https://youtu.be/38XzGXnKKck

Follow me on social @drphiliptisdall

In this episode of Dr Tisdall Unfiltered, I sit down for a solo podcast to unpack one of the biggest problems in modern medical education: the false belief that memorization leads to mastery. I explore why today’s medical students feel overwhelmed, anxious, and frustrated despite studying harder than ever. We walk through how the Clinical Pathologic Correlation (CPC) method reframes learning around real patient presentations, physiology, and mechanisms—so knowledge actually sticks under pressure. I explain why starting with symptoms instead of isolated facts fundamentally changes how the brain organizes information, improves exam performance, and builds true clinical reasoning.

If you’re preparing for USMLE or COMLEX, teaching medicine, or trying to understand how doctors really think, this conversation will give you a clearer, more durable framework for learning medicine.

👉 Follow the podcast to stay up to date with future episodes and expert conversations on medical thinking, education, and clinical reasoning.

Buy the textbook:

Volume 1
https://www.amazon.com/clinical-pathophysiology-comlex®-medical-companion/dp/b0cf4j4bp2?utm_medium=social&utm_source=spotify&utm_campaign=spotify_description

Volume 2
https://www.amazon.com/clinical-pathophysiology-comlex®-medical-companion/dp/b0cdz2qhhy/?utm_medium=social&utm_source=spotify&utm_campaign=spotify_description

Watch on YouTube: https://youtu.be/3tdqJOtpmL0

Follow me on socials: @drphiliptisdall

In this episode of Dr Tisdall Unfiltered, I sit down for a candid conversation about one of the most misunderstood parts of medical education: why learning medicine feels so uncomfortable. Many students assume that anxiety, embarrassment, or frustration means they’re doing something wrong. In reality, those feelings are often signs that real learning is happening.

I break down why learning physically and mentally “hurts,” how repeated exposure to not knowing creates anxiety, and why students are rarely taught what to expect during the learning process. We talk about the difference between memorization and understanding, why repetition matters more than confidence, and how structure transforms confusion into clarity over time. This episode is especially relevant for medical students who feel overwhelmed, behind, or discouraged despite working hard.

This conversation is part of an ongoing effort to be honest about how medical knowledge is actually built — and why discomfort is not a failure, but a necessary step toward mastery.

Follow the podcast to stay up to date with more expert discussions and deep dives into how medicine should be learned, understood, and practiced.

Buy the textbook:

Volume 1
https://www.amazon.com/clinical-pathophysiology-comlex®-medical-companion/dp/b0cf4j4bp2?utm_medium=social&utm_source=spotify&utm_campaign=spotify_description

Volume 2
https://www.amazon.com/clinical-pathophysiology-comlex®-medical-companion/dp/b0cdz2qhhy/?utm_medium=social&utm_source=spotify&utm_campaign=spotify_description

Watch the full video episode on YouTube:
https://youtu.be/PNrMGCl-IOw

Follow me on social @drphiliptisdall

In this episode of Dr Tisdall Unfiltered, I take a direct look at one of the most persistent problems in modern medical education: how we test future physicians. I break down the three types of testing commonly used in medicine—motivational testing, mastery testing, and ranking—and explain why only mastery-based assessment actually correlates with safe, competent patient care. We discuss why multiple-choice exams and numerical grades fail to measure true understanding, how compliance-driven systems reward memorization rather than clinical reasoning, and why medicine should be evaluated on outcomes instead of time served. Drawing on my experience teaching and practicing medicine in both Canada and the United States, I argue for an outcomes-based approach that prioritizes competence, accountability, and real clinical thinking. This episode is for medical students, residents, educators, and practicing physicians who want a clearer framework for what mastery in medicine should actually mean.

Follow the podcast to stay up to date with more expert discussions, long-form teaching, and interviews focused on how doctors think, learn, and practice medicine.

Buy the textbook:

Volume 1 – https://www.amazon.com/clinical-pathophysiology-comlex®-medical-companion/dp/b0cf4j4bp2?utm_medium=social&utm_source=spotify&utm_campaign=spotify_description

Volume 2 – https://www.amazon.com/clinical-pathophysiology-comlex®-medical-companion/dp/b0cdz2qhhy/?utm_medium=social&utm_source=spotify&utm_campaign=spotify_description

Watch the full video episode on YouTube:
https://youtu.be/rl4zYd5NJkg

Follow me on social: @drphiliptisdall

In this episode of Dr Tisdall Unfiltered, I sit down for a candid conversation about the structural problems facing modern medical education—and why teaching clinical thinking at scale remains one of the system’s greatest challenges. Rather than focusing on study tactics or exam tricks, this discussion examines how medical students are trained, why memorization has crowded out judgment, and what actually improves clinical performance when facts alone are no longer enough.

I draw on decades of experience as a clinician and medical educator to explain how understanding symptoms, structure and function, and pathophysiology must come before algorithms and pattern recognition. I also address the question of scalability: how effective, high-intensity teaching works in small groups—and what it would take to extend that approach to thousands of future physicians without losing rigor or depth. This episode is part of an ongoing series of unfiltered conversations about the realities, incentives, and limitations of medical training today.

Follow the podcast for more expert conversations on medical education, clinical reasoning, and how doctors are trained to think.

Buy the textbook:

Volume 1 – https://www.amazon.com/clinical-pathophysiology-comlex®-medical-companion/dp/b0cf4j4bp2?utm_medium=social&utm_source=spotify&utm_campaign=spotify_description

Volume 2 – https://www.amazon.com/clinical-pathophysiology-comlex®-medical-companion/dp/b0cdz2qhhy/?utm_medium=social&utm_source=spotify&utm_campaign=spotify_description

Watch the full video episode on YouTube:
https://youtu.be/Z9ATHvxB2ww

Follow me on social: @drphiliptisdall

In this episode, I’m joined by Nancy Selfridge, a physician, educator, and longtime leader in medical education, for an in-depth discussion on how medical students actually learn—and why so many struggle despite working hard. Drawing from decades of experience in both clinical practice and academic medicine, Dr. Selfridge shares insights into standards, assessment, student culture, and the critical gap between what faculty expect and what learners experience.

We explore what happens when teaching is truly patient-centered, why popularity is often mistaken for effectiveness in education, and how outcomes—not opinions—ultimately determine whether an approach works. This conversation also examines the role of discipline, focus, communication, and accountability in developing real clinical judgment, as well as why strong foundations matter far more than short-term comfort. If you’re a medical student, resident, educator, or lifelong learner looking to understand how to think more clearly and learn more efficiently, this episode provides a framework grounded in experience, results, and evidence.

Follow the podcast for more expert conversations on medical education, clinical reasoning, and mastering medicine through clarity and structure.

Watch the full video episode on YouTube: https://youtu.be/-IJrJ91TnUI

Buy the textbook:
Volume 1 - https://www.amazon.com/clinical-pathophysiology-comlex®-medical-companion/dp/b0cf4j4bp2?utm_medium=social&utm_source=spotify&utm_campaign=spotify_description

Volume 2 - https://www.amazon.com/clinical-pathophysiology-comlex®-medical-companion/dp/b0cdz2qhhy/?utm_medium=social&utm_source=spotify&utm_campaign=spotify_description

Follow me on social: @drphiliptisdall