Mrs. Smith. >> Yeah. Hi, I'm Morgan. I'm one of the medical students. >> Hi [INAUDIBLE]. >> This is Dr. Mills. She's my attending. >> Hi, nice to meet you. >> Nice to meet you. >> So I'm sorry you're not feeling well today. Could you tell me a little bit more about what brought you in? Yeah. So I was out to dinner with my family and I just started getting some chest pain. >> Have you ever had something like this before? >> No, never before. >> Are you having the chest pain right now? >> Yeah, I am. >> Okay. >> Could you tell me a little bit more about it? >> So it's right in the middle of my chest, and it's kind of like a, a pressure. yeah. That's all. That. That. >> Is it going anywhere? >> No. It's just staying right here, right in the middle. >> Okay. And on a scale of one to ten, how bad is it? >> A ten. >> Okay. Oh, I'm sorry. Have you taken anything for it? >> No, I haven't tried anything, no. >> Okay. And you said you've never had this before, right? >> No I've never had anything like this. >> Do you have any family history of heart problems? Not that I know of, no. >> Okay. All right. And were you doing anything at dinner time? Were you exerting yourself though? >> I was just taking a bite of my lasagna and. >> Okay. >> Just got this chest pressure right in the middle. >> All right. >> So that was interesting. Watching her take a history, I had a sense that she kind of knew what the differential diagnosis was. >> Mm-hm. >> She was inter, she, her differential was clearly cardiac related chest pain. >> Mm-hm. >> And so I saw her ask about family history. I saw her ask about whether or not it was exertional. And so you could see her kind of interpreting the data and moving along through it as she did it. >> Mm-hm. >> Another example was, kind of, she asked whether or not the pain radiated or not. So I really had a sense that she was probably an interpreter level. What do you think? >> So I think, so I think if you gave her feedback you could say she was doing a great job at reporting. I think the advantage here's again, you're actually getting to see her live clinical reasoning as she kind of goes through the case. To really say she's a capable interpreter though, what I would add is that she would have to be able to give you a reasonable differential diagnosis at the end of that, and be able to tell you why, what was in support of her differential diagnosis. >> Mm-hm. But certainly watching her, we've clearly learned his key, and you could actually see her thought process and her clinical reasoning. >> Mm-hm. >> So she's definitely on that spectrum of getting to be an interpreter. >> Mm-hm. >> And, Jenny, do you think you can tell if somebody's a reporter just by watching, or does it really take them reporting out before you can say that they're reporter level? >> Hm, I would say it actually does take them reporting out because remember again, just basic vocabulary. >> Mm-hm. >> So part of being reporters that they know what questions to ask, but they also have gotta be able to report it to you. >> Mm-hm. >> In a logical, organized fashion. >> Mm-hm. >> So it's really both of those things. >> Yes. Good. That was so much better than the last one. >> Absolutely. >> Mm-hm. Yeah. [LAUGH]
