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 interpreting clinical information, explaining decisions, and reconsidering conclusions⁠—so learners can better prepare for the reasoning clinical practice demands.

Designed for PA students entering clinical rotations. iP offers focused practice in interpreting clinical information, explaining decisions, and reconsidering conclusions⁠—so learners can better prepare for the reasoning clinical practice demands.

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.

Knowing something is different from being ready to use it.

Knowing something is different from being ready to use it.

Interpretation Project grew from a question: How can students practice clinical reasoning before they’re asked to apply it in clinical practice?

Interpretation Project grew from a question: How can students practice clinical reasoning before they’re asked to apply it in clinical practice?

The aim is to give learners space to work through clinical problems, explain what they think is happening and why, and consider what they would do next.

The aim is to give learners space to work through clinical problems, explain what they think is happening and why, and consider what they would do next.

How it began

Interpretation Project began in early 2026 through conversations with PA students seeking more opportunities to reason through clinical cases as new information emerged. Initially focused on longer, unfolding cases, the project expanded through student feedback to include shorter, focused experiences.

What I’m exploring

I’m especially interested in helping learners revisit earlier interpretations and decisions to examine how their reasoning holds up as new information emerges.

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.