In this episode of Dean’s Chat, Dr. Jeffrey Jensen and Dr. Johanna Richey welcome Dr. Jarrod Shapiro, a respected podiatrist, educator, and longtime contributor to the profession through his widely read Practice Perfect series. The conversation offers a thoughtful exploration of clinical decision-making, medical education, and the evolving nature of how students and residents learn in today’s environment.
Dr. Shapiro reflects on the origins of Practice Perfect, which began during his residency as a writing opportunity that quickly evolved into a weekly reflection on life in podiatric practice. What started as a somewhat daunting exercise in putting his thoughts publicly into the world became a consistent and meaningful outlet for processing clinical experiences. Over more than two decades, the series has served not only as a personal journal but also as a valuable resource for the profession, offering authentic insights into the realities of patient care across various practice settings.
Much of this mindset can be traced back to his training and mentorship, particularly under his residency director Dr. Marshall Solomon, who emphasized the importance of thinking critically rather than following instructions blindly. Combined with his background in biomechanics, Dr. Shapiro developed a habit of questioning assumptions and seeking evidence-based reasoning. Over time, he has also recognized that traditional teachings in biomechanics are not always fully supported by current literature, leading him to evolve toward a more functional and clinically applicable understanding of movement and pathology.
As an educator who has worked across multiple levels—from medical students to residents—Dr. Shapiro highlights how teaching must adapt based on the learner’s stage. With early learners, his approach is more supportive and foundational, while in the operating room with residents, the tone becomes more direct due to the high stakes of patient care. He underscores the responsibility educators carry in ensuring that trainees not only acquire knowledge but can apply it safely and effectively in real-world scenarios.
The conversation also addresses generational differences in learners. Dr. Shapiro notes that many modern trainees may struggle more with self-doubt and over analysis, particularly when faced with mistakes. In response, he has adapted his teaching style to provide both constructive feedback and reassurance, helping learners refocus on the patient rather than becoming overwhelmed by internal criticism.
Another major focus of the episode is adult learning and the concept of deliberate practice. Dr. Shapiro shares how his interest in this area was sparked in part by observing how his children learned and improved through structured, feedback-driven practice. This led him to explore educational theory more deeply, including participation in a Harvard-based teaching program.
The discussion also touches on the mental aspects of performance. Dr. Shapiro highlights the importance of maintaining a growth mindset, resilience, and the ability to learn from mistakes without becoming discouraged. He contrasts this with a fixed mindset, which can limit progress and undermine confidence. In this way, success in medicine mirrors other high-performance fields, where deliberate practice, mental discipline, and adaptability are essential.
Overall, this episode provides a rich and engaging discussion on what it means to be both a clinician and an educator in modern medicine. Dr. Shapiro’s insights underscore the importance of thoughtful decision-making, adaptability, and a deep commitment to lifelong learning—principles that are essential for anyone seeking to grow and excel in the field of podiatric medicine and surgery.