Between medical knowledge and clinical action lies interpretation.

Between medical knowledge and clinical action lies interpretation.

Between medical knowledge and clinical action lies interpretation.

Designed for PA students entering clinical rotations. iP offers focused practice in the reasoning that turns medical knowledge into an action you can explain and stand behind.

Designed for PA students entering clinical rotations. iP offers focused practice in the reasoning that turns medical knowledge into an action you can explain and stand behind.

Explore the reasoning experiences ↓

A clinical moment · 67 year old

“Dizzy”

BP 108/68

HCTZ

worse standing

no focal weakness

reduced fluid intake

What do you make of it?

What do you make of it?

What do you make of it?

The same findings can support different interpretations, and different next steps.

Information is not yet an interpretation

Information is not yet an interpretation

Medicine is taught in categories.
Patients arrive with problems.

Medicine is taught in categories.
Patients arrive with problems.

Medicine is taught in categories.
Patients arrive with problems.

Not every finding counts equally. Several explanations may fit, but a decision is still required.

Not every finding counts equally. Several explanations may fit, but a decision is still required.

Categories for explanation

Facts

Categories for explanation

Neurology

Cardiology

Pharmacology

Vestibular

67-year-old with dizziness

67-year-old with dizziness

worse standing

HCTZ

BP 108/68

reduced fluid intake

Notice what matters

Form an interpretation

Act, then reassess

New evidence? Revisit.

Back to: Notice what matters.

New evidence? Revisit.

Two ways to practice clinical reasoning

Start with the situation in front of you: a brief case or an evolving clinical problem.

Sprint

Sprint

One clinical moment. One reasoning challenge. A few focused minutes.

One clinical moment. One reasoning challenge. A few focused minutes.

A patient presents with a familiar complaint. You form an impression and choose your next step. Then something changes.

A patient presents with a familiar complaint. You form an impression and choose your next step. Then something changes.

What do you do now?

What do you do now?

Make a decision, explain why, and get feedback on your reasoning.

Make a decision, explain why, and get feedback on your reasoning.

Try a Sprint →

Course

Course

The patient story unfolds. Your thinking evolves. More time to settle in.

The patient story unfolds. Your thinking evolves. More time to settle in.

A patient presents with a problem. You have a few clues, several possible explanations, and decisions to make.

A patient presents with a problem. You have a few clues, several possible explanations, and decisions to make.

Then the picture changes. New information challenges what you thought, and you revisit earlier decisions.

Then the picture changes. New information challenges what you thought, and you revisit earlier decisions.

There’s no skipping ahead to the answer. You’re the one navigating the case.

There’s no skipping ahead to the answer. You’re the one navigating the case.

Step Into a Course →

Sprints and Courses are free for now.

Created by a practicing PA with nearly a decade in family medicine.

Meet the creator →

Meet the Creator

Meet the Creator

Why I built iP

Why I built iP

Tory Fisher, PA-C, smiling in a green sweater against a light wall.

I’m a practicing physician assistant with nearly a decade of experience in outpatient family medicine, and I especially enjoy precepting PA students.

I’m a practicing physician assistant with nearly a decade of experience in outpatient family medicine, and I especially enjoy precepting PA students.

In early 2026, during two student rotations, I noticed a familiar challenge: students often knew the medicine but struggled to explain what they thought was happening, why, or what they would do next. I began building iP to give learners more chances to practice those moments, starting with a longer case that unfolded as new information arrived.

In early 2026, during two student rotations, I noticed a familiar challenge: students often knew the medicine but struggled to explain what they thought was happening, why, or what they would do next. I began building iP to give learners more chances to practice those moments, starting with a longer case that unfolded as new information arrived.

No patient is at risk, and keeping or changing your mind are both part of the experience. The project also reflects questions I’ve been curious about for years: how we form explanations, what makes us confident in them, and how new evidence changes our understanding. I’m building iP independently, and learning from the people who use it.

No patient is at risk, and keeping or changing your mind are both part of the experience. The project also reflects questions I’ve been curious about for years: how we form explanations, what makes us confident in them, and how new evidence changes our understanding. I’m building iP independently, and learning from the people who use it.

Tory Fisher, PA-C

Tory Fisher, PA-C

Founder, Interpretation Project (iP)

Founder, Interpretation Project (iP)

Connect

Email the project

iP supports education and reflection; it does not replace clinical judgment.