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How Doctors Think (And Students Don't)

English shadowing practice · 760 sentences · 27:41 long · 5280 words

How Doctors Think (And Students Don't)

About this practice session

This page turns the YouTube video “How Doctors Think (And Students Don't)” into an English shadowing exercise. The recording is split into 760 short sentences that you can play one at a time, repeat after the speaker and record your own version for automatic pronunciation scoring.

The speaker talks at about 197 words per minute, a fast pace, with an average of 6.9 words per sentence. That makes it best for advanced learners; slow the playback down or loop each sentence at first.

How to practise with this video

  1. Play the first sentence and listen while reading the transcript. Notice the stress, the pauses and where the intonation rises or falls.
  2. Replay it and speak along with the speaker, copying the rhythm rather than reading word by word.
  3. Record yourself straight after the original. ShadowEcho scores each word for accuracy, fluency and completeness.
  4. Compare your recording with the original, retry the words marked in red, then move on to the next sentence.
  5. Practise 10–15 minutes a day. Coming back to the same video after a few days is an easy way to measure progress.

Transcript (English)

  1. when I see students learning
  2. when I see students learning
  3. I think the biggest mistake they make is
  4. I think the biggest mistake they make
  5. is they don't realize they're studying to be a doctor
  6. they don't realize they're studying to be a doctor
  7. they're so overwhelmed by their exams
  8. they're so overwhelmed by their exams
  9. everything is right in front of them
  10. and you just see them going
  11. and you just see them going
  12. exam coming up I've got to pass it
  13. exam coming up
  14. I've got to pass it
  15. and it's very hard
  16. and it's very hard with these exams
  17. with these exams and the volume of material
  18. and the volume of material
  19. not to have real anxiety
  20. not to have real anxiety
  21. I think the biggest challenge I face
  22. I think the biggest challenge I face teaching students
  23. teaching students is their deep
  24. is their deep underlying anxiety
  25. underlying anxiety
  26. because anxiety makes you go to ritual behaviors
  27. because anxiety makes you go to ritual behaviors
  28. and one of those ritual behaviors is memorizing
  29. and one of those ritual behaviors is memorizing
  30. why do students struggle
  31. why do students struggle
  32. when they feel that they're working hard
  33. when they feel that they're working hard
  34. why do students insist on memorizing
  35. why do students insist on memorizing
  36. how do doctors think through patient problems
  37. why is everything
  38. why is everything that I teach
  39. that I teach centered on pathophysiology
  40. centered on pathophysiology
  41. what do we say to medical students who are failing
  42. what do we say to medical students who are failing
  43. why am I wrecking my personal life to do this
  44. why am I wrecking my personal life to do this
  45. in today's video
  46. we're going to address a number of topics
  47. that keep coming up in the letters that you send us
  48. and they're important topics
  49. I see it every day
  50. when I'm teaching my medical students
  51. any one of these could be an hour's discussion
  52. but I want you to be aware of these subjects
  53. and at least make an introduction to them
  54. before we get further into this
  55. a number of you have not subscribed to my channel
  56. every week
  57. we're posting videos on how to help you learn medicine
  58. do yourself a favor hit that subscribe button
  59. why do students struggle
  60. when they feel that they're working hard
  61. well there's a general truism that I use
  62. performance equals talent times effort
  63. times directed effort squared
  64. so most of the time
  65. when students feel they're trying really hard
  66. one of two things is true
  67. they're kidding themselves
  68. that that's what trying hard looks like
  69. and No. 2 is that they're not studying effectively
  70. so let's talk about each of those in turn
  71. everybody has different rhythms through the day
  72. I'm an early morning person
  73. so when I have to learn something
  74. much better for me to get up and start at 8:00
  75. and study for the two hours until ten
  76. and then I can go on to other activities
  77. everybody's different you have to learn your own body
  78. so when you say when do you learn the best
  79. don't confuse learning something new
  80. with reviewing something that you already know
  81. when you're learning something new
  82. that learning has to be really active
  83. if you don't have a pen and paper
  84. and you're not taking multiple sources
  85. and you're not creating
  86. this is how I'm going to think about it
  87. and you write it down
  88. and then you know what proves you're learning it
  89. you have to turn that piece of paper over
  90. and see if you can do it yourself
  91. so let me give you a practical example
  92. when I assign you something from my book
  93. you'll see my book is mostly figures
  94. and tables and algorithms and
  95. I tell students
  96. there's only one reason I give you a table
  97. because you clear the contents into blank spaces
  98. you fill it in that's active learning
  99. and then the second part is
  100. you have to be able to come back and do it again
  101. tomorrow so when you've studied today
  102. you go these are my notes
  103. I can do them at the end of my study period
  104. when you start the next day
  105. you take out that blank piece of paper
  106. and you prove that you still got it
  107. in other words you gotta repeat
  108. it's really hard when you've got active classes
  109. there's a ton of material
  110. you have to be absolutely ruthless
  111. so when I was going through med school
  112. I actually studied in the law library
  113. because I didn't know anyone
  114. and people would come over and be friendly
  115. and I'd say thanks for the invitation
  116. but I don't want to know you
  117. because I can't afford to be social right now
  118. so I blocked off my learning period
  119. I got the notes that I knew I had to learn
  120. and I ruthlessly decided
  121. I'll learn this and I won't learn that
  122. and then I came out of the end of that study period
  123. with my notes
  124. and then I practice them at the end of the time
  125. and I started them the next day
  126. you watch how people are studying
  127. they're socially interacting
  128. they've got earbuds on you know
  129. the proof that someone's not learning
  130. they highlight
  131. nothing proves you're not learning effectively
  132. than highlighting cause you know what that says
  133. you know what I'll learn that tomorrow
  134. so you've got to go to class
  135. or however you're getting your material presented
  136. and you've got to take active notes
  137. that's a third of your learning
  138. you're not sitting back with your coffee going
  139. you know I'll learn this tonight
  140. there's no time so you have to be ruthless
  141. you go to class you say
  142. this is what I'm going to learn that evening
  143. you sit down and you say these are my final notes
  144. you finish them and then you say
  145. blank piece of paper good
  146. prove that you know that
  147. the second part is the directed part
  148. I know that medicine is built on pathophysiology
  149. so make sure when you're making your notes
  150. you take the book and you say
  151. what Doctor t said all that other stuff is fine
  152. but you've got to have this core
  153. pathophysiology to hang it all on
  154. so go get your notes go get other sources
  155. but make sure you can do the pathophysiology
  156. why do students insist on memorizing
  157. well the first thing to understand is
  158. students have been trained through their university
  159. to study for exams
  160. so when you say how are they trained to do that
  161. well memorize for the multiple choice
  162. wink wink
  163. the professor will often tell you
  164. a couple of questions on the test
  165. learn that material pass that test
  166. move on to the next thing
  167. it's hard to recognize when you come to medical school
  168. that's just not true anymore
  169. you're not passing exams to pass exams
  170. you're actually training to be a doctor
  171. the problem is they start medical school with Phds
  172. who still believe that you're an undergrad
  173. it's hard for Phds to understand
  174. you're not teaching biochemistry
  175. you're training doctors
  176. and it's a constant struggle in every medical school
  177. because most of the clinicians
  178. actually aren't very good at their basic sciences
  179. they never knew much to begin with
  180. and they certainly haven't improved
  181. since they've been in practice
  182. so the clinicians aren't gonna teach you that
  183. and the Phds control the early years
  184. so we have this terrible gap
  185. in which we're learning subjects
  186. in the old undergrad system
  187. of multiple choice questions
  188. check the box move on
  189. I'll give you a good example
  190. today I'm doing a course
  191. and part of what I'm doing is thromboembolism
  192. for the first year students
  193. and so I pinged one of my colleagues and said
  194. have we reviewed coagulation
  195. can I assume they do that
  196. when I'm teaching Virchow's Triad
  197. and she said oh yes
  198. we've done that but there's no harm in repeating it
  199. and I thought to myself
  200. what do you mean there's no harm in repeating it

Showing the first 200 of 760 sentences. Open the practice tool to go through all of them.

The original video belongs to its creator: watch it on YouTube.

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