In this episode of Dr. Tisdall Unfiltered, I sit down to discuss one of the biggest problems in modern medical education: why so many intelligent, hardworking medical students continue to struggle despite putting in enormous amounts of time and effort. As a pathologist, medical educator, and author of Clinical Pathophysiology, I've spent decades teaching students, residents, and physicians how to think through clinical problems rather than simply memorize facts. In this conversation, I explain why memorization often fails, how experienced clinicians approach diagnosis, why pathophysiology should serve as the foundation of medical education, and what students can do to develop stronger clinical reasoning skills.

We also discuss the most common mistakes I see medical students make, why traditional textbooks often fall short, how doctors build differential diagnoses, and why understanding disease mechanisms is more valuable than memorizing isolated facts. Whether you're preparing for medical school exams, the USMLE, clinical rotations, residency, or simply want to become a more effective learner, this episode provides a framework for understanding medicine the way practicing physicians do.

If you're a medical student, resident, healthcare professional, or educator looking to improve your understanding of clinical reasoning, pathophysiology, diagnostic thinking, and medical education, this episode is for you.

Be sure to follow Dr. Tisdall Unfiltered for more conversations on medical education, clinical reasoning, pathophysiology, physician training, and expert insights into how medicine is actually practiced and taught.

Get my free 6 week clinical reasoning series (12 high-yield multiple choice questions with MD-written answers):
https://www.drphiliptisdall.com/mcq-email-series

Clinical Pathophysiology (Edition 2) is now available for purchase!
http://drphiliptisdall.com/textbook

I’m building out our community where I will be teaching live online. For more information, head over to http://drphiliptisdall.com

Watch the full video episode on YouTube:
https://youtu.be/dJMSCfV71m4

I’m building out our community where I will be teaching live online. For more information, head over to ⁠drphiliptisdall.com⁠

In this episode of Dr. Tisdall Unfiltered, I sit down to discuss one of the biggest problems in modern medical education: why so many intelligent, hardworking medical students still struggle to truly understand medicine.

We dive into the growing disconnect between learning objectives, compliance-driven testing, and real clinical reasoning — and why memorization alone is failing students. I explain why patient-centered learning matters, why students forget material even after studying for hours, and how fragmented teaching methods prevent learners from building a complete understanding of disease from patient presentation all the way down to molecular mechanisms.

We also discuss the difference between apprenticeship and observership in medicine, why cadaver-based anatomy often fails to create clinically usable understanding, and how anxiety and poor learning systems contribute to medical school burnout.

Throughout the conversation, I share stories from teaching medical students directly, including helping struggling students rebuild their approach to learning after failing major exams. If you are a medical student, premed, resident, educator, or healthcare professional trying to understand how doctors actually think through disease, this episode will challenge the way you think about medical education.

We unpack many of the frustrations students expressed after one of our viral short-form clips discussing why medical school feels harder today than it did for previous generations.

Topics include:

• Why medical education feels overwhelming
• Learning objectives vs clinical mastery
• Why students struggle with retention
• The problem with compliance-driven testing
• Clinical reasoning and patient-centered learning
• Cadavers vs clinical anatomy
• Anxiety and performance in medical school
• How to build a real learning system
• Why medicine must be learned as a connected story

Be sure to follow Dr. Tisdall Unfiltered for more in-depth conversations on clinical reasoning, pathophysiology, medical education, and how to think like a doctor.

Get my free 6 week clinical reasoning series (12 high-yield multiple choice questions with MD-written answers): https://www.drphiliptisdall.com/mcq-email-series

Clinical Pathophysiology (Edition 2) is now available for purchase! http://drphiliptisdall.com/textbook

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

Most medical students are overwhelmed because they’re trying to learn medicine as if every fact carries the same weight. In this episode of Dr. Tisdall Unfiltered, I break down why that approach fails and explain how I teach students to organize medicine in a clinically meaningful way. I discuss the difference between foundational diseases, major diseases, and minor diseases, and why understanding pathophysiology matters far more than memorizing isolated facts for exams.

Drawing from decades in pathology and medical education, I walk through real examples including cancer biology, HPV, lymphoma, cystic fibrosis, lupus, rheumatoid arthritis, apoptosis, molecular medicine, and clinical reasoning. I explain how foundational diseases teach the principles underlying clinical medicine, why modern medicine is increasingly molecular, and how students can stop cramming and start actually understanding what they’re learning.

This episode is especially important for medical students preparing for exams like the USMLE, students struggling with information overload, and anyone interested in learning how experienced physicians think through disease mechanisms and patient care. I also discuss why I believe current medical education often emphasizes memorization over mastery, and why I’m building a new educational community centered around clinical reasoning and deep understanding.

If you enjoy these discussions on medical education, pathophysiology, and clinical reasoning, be sure to follow Dr. Tisdall Unfiltered on Spotify and Apple Podcasts for more expert discussions and long-form teaching episodes.

Get my free 6 week clinical reasoning series (12 high-yield multiple choice questions with MD-written answers): https://www.drphiliptisdall.com/mcq-email-series

Clinical Pathophysiology (Edition 2) is now available for purchase! ⁠http://drphiliptisdall.com/textbook⁠

I’m building out our community where I will be teaching live online. For more information, head over to drphiliptisdall.com

Watch the full video episode on YouTube:: https://youtu.be/yKC4iHyRG74

In this episode of Dr. Tisdall Unfiltered, I sit down with Dr. Alyssa Makowski, a newly matched emergency medicine resident whose journey through medical school was anything but straightforward. 

Alyssa was one of the strongest students I had ever worked with, yet she repeatedly struggled to cross the exam threshold required to move forward toward Step 1. What followed became one of the most remarkable transformations I’ve witnessed.

We discuss medical school failure, STEP 1 preparation, clinical reasoning, learning styles, mentorship, burnout, impostor syndrome, and what actually separates memorization from true understanding in medicine. Alyssa also opens up about discovering she has aphantasia — the inability to form mental images — and how that fundamentally changed the way she had to approach learning medicine, anatomy, and pathophysiology.

This conversation is especially important for medical students, pre-med students, residents, educators, and anyone struggling with standardized exams despite being highly capable clinically. We explore why some intelligent students continue to underperform on medical board-style exams, how confidence and resentment affect learning, and why medicine ultimately forces every student to confront their weaknesses honestly.

If you enjoy long-form discussions on medical education, clinical reasoning, pathophysiology, and physician training, make sure to follow Dr. Tisdall Unfiltered for more expert interviews and conversations.

Get my free 6 week clinical reasoning series (12 high-yield multiple choice questions with MD-written answers): https://www.drphiliptisdall.com/mcq-email-series

Clinical Pathophysiology (Edition 2) is now available for purchase! ⁠http://drphiliptisdall.com/textbook⁠

I’m building out our community where Dr. Tisdall will be teaching live online. For more information, head over to drphiliptisdall.com

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

In this episode of Dr. Tisdall Unfiltered, I sit down with Dr. Nancy Selfridge and Dr. Eric Neilson to have an honest conversation about what’s really happening in medical education—and why so many capable students struggle when it comes time to apply what they’ve learned.

Together, Dr. Selfridge, Dr. Neilson and I worked to build and implement a new approach to teaching medicine—one that moves beyond memorization and focuses on clinical reasoning, structure-function relationships, and how physicians actually think in practice.

In this discussion, we break down what happens when students encounter board-style exams for the first time, why “knowing the material” often isn’t enough, and how small-group, patient-centered learning reveals the real gaps in understanding. We also explore how remediation, tutoring, and teaching others can transform struggling students into some of the strongest clinical thinkers—and why the future of medical education depends on training both better learners and better teachers.

If you’re a medical student, pre-med, or educator, this episode will challenge how you think about learning medicine—and give you a clearer framework for what actually matters.

Be sure to follow Dr. Tisdall Unfiltered for more in-depth conversations on medical education, clinical reasoning, and how to truly think like a doctor.

Clinical Pathophysiology (Edition 2) is now available for purchase! ⁠http://drphiliptisdall.com/textbook⁠

Watch the full video episode on YouTube: https://youtu.be/owK2izhSwLQ

Follow me on social @drphiliptisdall

In this episode of Dr Tisdall Unfiltered, I explore one of the most important insights I’ve had in decades of teaching medicine: there is no single “right” way to learn clinical reasoning. I’m joined in conversation with my producer and collaborator, Ali Tisdall, as we unpack a powerful real-world example that challenges traditional medical education.

I share the story of a former student with aphantasia—a condition where she could not form mental images—who was unable to use the “picture with a story” method I typically teach. Instead of falling behind, she developed her own system by translating every concept into structured, step-by-step algorithms using if/then logic. What emerged was a completely different, yet equally effective, pathway to mastering pathophysiology, differential diagnosis, and patient-centered thinking.

This episode goes far beyond study tips. We break down how medical knowledge should actually be organized—from chief complaint to differential diagnosis, to pathophysiology, to natural history—and why memorization without structure consistently fails in clinical settings. I also discuss the role of real-time teaching, small group learning, and why understanding how to think matters far more than simply knowing facts.

If you’re a medical student, pre-med, or clinician looking to improve your diagnostic reasoning and retention, this conversation will fundamentally change how you approach learning medicine.

Follow the podcast for more expert interviews and in-depth discussions on how to think like a doctor.

Clinical Pathophysiology (Edition 2) is now available for purchase! ⁠http://drphiliptisdall.com/textbook⁠

Watch full video episode on YouTube: youtube.com/@drphiliptisdall

In this episode of Dr. Tisdall Unfiltered, I sit down with Dr. Eric Nielson—an experienced medical educator and simulation specialist I’ve worked closely with over the years—to explore a fundamental shift in how medicine should be learned and practiced. Together, we break down why true clinical reasoning doesn’t start with memorization or isolated facts, but with understanding organ system failure and the pathophysiology that drives it. From heart failure to renal dysfunction, we discuss how thinking in terms of failure states allows clinicians to build meaningful differential diagnoses, connect basic science to patient care, and ultimately become better doctors. This conversation is especially relevant for medical students preparing for USMLE or COMLEX exams, as well as anyone looking to move beyond rote learning and develop a deeper, more practical understanding of medicine.

We also reflect on the evolution of medical education, the limitations of traditional teaching methods, and how repeated teaching and real-world application refine the way physicians think. Dr. Nielson brings a unique perspective from his work in simulation labs, where clinical reasoning must be applied in real time, reinforcing the importance of structure, systems, and story in medical decision-making.

If you’re serious about improving your diagnostic thinking and want to understand how experienced clinicians approach complex cases, this episode will give you a clear framework to start building from.

Follow the podcast to stay up to date with more expert interviews and deep dives into clinical reasoning, pathophysiology, and medical education.

Clinical Pathophysiology (Edition 2) is now available for purchase! ⁠http://drphiliptisdall.com/textbook⁠

Watch the full video episode on YouTube: https://youtu.be/XUs59Kxr7LU

Follow me on social @drphiliptisdall

In this episode of Dr. Tisdall Unfiltered, I sit down with returning guest Dr. Nancy Selfridge for a thoughtful discussion about how physicians actually learn to think clinically. Too often in medical education, students are pushed toward memorization of facts and algorithms rather than developing the deeper reasoning skills required to diagnose and treat real patients. In this conversation, we explore the difference between memorizing information and understanding the underlying pathophysiology that drives disease, and why that distinction matters for developing sound clinical judgment.

Dr. Nancy Selfridge is a physician and medical educator who has spent years working with students and trainees as they transition from classroom learning into real clinical practice. Her experience both in patient care and in medical education gives her a unique perspective on the challenges students face as they attempt to move beyond textbook knowledge and begin reasoning through complex clinical problems. In our discussion, we talk about the environments that best support the development of clinical thinking, how mentorship shapes the way young physicians approach diagnosis, and why understanding mechanisms of disease remains central to good medicine.

Throughout the episode, we reflect on the realities of modern medical training, the pressures placed on students to master enormous volumes of information, and the importance of cultivating a framework for thinking through patient problems systematically. Our conversation touches on clinical reasoning, differential diagnosis, pathophysiology, medical education reform, and the transition from student to physician—topics that are essential for anyone interested in how doctors actually learn to practice medicine.

If you are a medical student, resident, educator, or practicing physician interested in improving the way medicine is taught and learned, this episode offers an honest and practical look at the intellectual foundations of clinical medicine.

Follow Dr. Tisdall Unfiltered to stay up to date with future episodes featuring conversations with physicians, educators, and medical professionals about clinical reasoning, medical education, and the art of thinking like a doctor.

Clinical Pathophysiology (Edition 2) is now available for purchase! ⁠http://drphiliptisdall.com/textbook⁠

Watch the full video episode on YouTube:
https://youtu.be/XwMA58Rz3es

Follow me on social:
@drphiliptisdall

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.

Clinical Pathophysiology (Edition 2) is now available for purchase! ⁠http://drphiliptisdall.com/textbook⁠

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.

Clinical Pathophysiology (Edition 2) is now available for purchase! ⁠http://drphiliptisdall.com/textbook⁠

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

Follow me on social @drphiliptisdall