Interpretation Project

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 ↓

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?

Medical Knowledge

Facts. Findings. Context.

↓

↓

Interpretation

What matters? What fits? What changes?

↓

↓

Clinical Action

A next step you can stand behind.

Same information. Each interpretation supports a different action.

Information is not yet an interpretation

Information is not yet an interpretation

The Educational Crossing

The Educational Crossing

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.

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

Clinical information arrives mixed. 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 is present

Connect what belongs together

Decide what matters most

Form an interpretation

Act on it

Treat the response as evidence

Question it when it stops fitting

Reopens the interpretation — back to Notice what is present.

Question it when it stops fitting

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. 5–9 minutes.

One clinical moment. One reasoning challenge. 5–9 minutes.

A patient presents with a familiar complaint. You form an impression and choose your next step. Then something changes: a new finding, an unexpected result, a plan the patient can’t follow.

A patient presents with a familiar complaint. You form an impression and choose your next step. Then something changes: a new finding, an unexpected result, a plan the patient can’t follow.

What do you do now?

What do you do now?

Make your decisions, get feedback on your reasoning, and see how new information impacts your reasoning along the way.

Make your decisions, get feedback on your reasoning, and see how new information impacts your reasoning along the way.

Try a Sprint →

Course

Course

The patient story unfolds. Your thinking evolves. About 20–40 minutes.

The patient story unfolds. Your thinking evolves. About 20–40 minutes.

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 decide what matters, choose your next steps, and revisit earlier decisions.

Then the picture changes. New information challenges what you thought, and you decide what matters, choose your next steps, and 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 →

The Interpretation Project anchor image.

Practice the reasoning, not just the answer.

Clinical knowledge matters. So does the reasoning that turns it into action. iP isolates each step within an encounter: decide what matters, shape an interpretation, revise it as evidence changes, and act on it.

About iP

About iP

The Interpretation Project (iP) is an independently developed clinical education project for practicing the reasoning between medical knowledge and clinical action. Its learning experiences evolve through use, feedback, and revision. iP supports education and reflection; it does not replace clinical judgment.

The Interpretation Project (iP) is an independently developed clinical education project for practicing the reasoning between medical knowledge and clinical action. Its learning experiences evolve through use, feedback, and revision. iP supports education and reflection; it does not replace clinical judgment.

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. I especially enjoy precepting PA students and helping them turn what they know into clinical decisions they can explain.

I’m a practicing physician assistant with nearly a decade of experience in outpatient family medicine. I especially enjoy precepting PA students and helping them turn what they know into clinical decisions they can explain.

In early 2026, during two student rotations, I recognized a familiar challenge among students early in their clinical year: they 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 recognized a familiar challenge among students early in their clinical year: they 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.

Today, Sprints and Courses are built for the move from didactic training into early clinical rotations. Learners form an interpretation, make a decision, and reassess as evidence changes, sometimes holding to an initial conclusion, sometimes refining or replacing it. No patient is at risk, and changing your mind is part of the experience.

Today, Sprints and Courses are built for the move from didactic training into early clinical rotations. Learners form an interpretation, make a decision, and reassess as evidence changes, sometimes holding to an initial conclusion, sometimes refining or replacing it. No patient is at risk, and changing your mind is 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 still building iP, and learning from the people who use it.

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 still building iP, and learning from the people who use it.

Tory Fisher, PA-C

Tory Fisher, PA-C

Founder, The Interpretation Project (iP)

Founder, The Interpretation Project (iP)

Connect

Email the project