Episode 16: COVID Conversations
Kris, Adrian, Shaun, and Janelle are all together again, this time catching up on all things MedEd in the time of COVID.
See below for a transcript of the episode:
AAEP017.mp3
[00:00:01] Welcome to Airwaves and Educators podcast.
[00:00:04] A breath of fresh air for P.A. educators aiming to connect, share and promote collegiality among fellow medical educators. Let’s welcome today’s hosts.
[00:00:24] I guess. Welcome to Airwaves & Educators. We’ve got the four of us here today.
[00:00:30] So, Adrian banning Janelle Bludorn, Shaun Lynch and Kristopher Maday.
[00:00:38] And we’re just coming together to see what’s going on in the pandemic. Just touching base. So what’s going on?
[00:00:45] We figured we hadn’t talked to the four of us together for the show and quite a while. And on top of all of this social distancing and not having access to other people and other human beings, we figured this would be a great opportunity for us to hop on and just see the four faces and give you all a little update about what we’re doing at our institutions with all of this. I know that we’ve all across education, have really been struggling with what are we doing, how are we doing this? How are we maintaining not only structure but also quality in our education? And, you know, each of us is probably doing things very similar. And each of us is probably doing something very different. So we figured this would be a good opportunity for us to get on, share our experiences with it. And for those of you listening, saying, you know what you’re doing.
[00:01:34] I thought for sure you were going to say how we’re all maintaining sanity. Sanity is gone. Isn’t that the question of the hour? Like, is there sanity anymore? Especially if you’re an educator at this point. It’s just like whatever. Or you could say it changes by the hour. It does. Yes. Yes. Shaun, I haven’t talked to you in a while.
[00:01:57] I’d love to know just all about you. Tell me, Shawn, what’s happening in your world? Like in all aspects. I need an autobiography.
[00:02:05] Yeah, I think just very similar here in North Carolina. You know, just similar to a lot of our audience out there.
[00:02:10] I think, you know, not only are we at home during this crisis, but, you know, we’re also juggling, you know, work.
[00:02:16] A lot of us are juggling family, you know, home schooling, kids, maybe we taking care of. We’ve got some family members, some up in age, or we’re trying to navigate some of that stuff as well. So we’re trying to do all of that as well as, you know, kind of maintain connection with, you know, people close to us. And, you know, all of us are teaching our students. Right. We’re trying to keep them engaged, their spirits up connected and trying to keep them progressing along as well. So I think a lot of it’s just, you know, I joke that it changes by the hour. Some of this. But at the same time, too, I think there’s a lot of opportunity in something like this. You know, I’ve been stressing a lot to my colleagues. You know, I’m an optimist by nature.
[00:02:59] So this is can be an opportunity in time for growth, the chance to kind of get out of our comfort zones, to build skill sets in this environment with, you know, using technology which can be foreign to a lot of us and kind of forces us to kind of engage our students who I think are very we’ve seen are pretty tech savvy as well.
[00:03:16] So I think trying to find a balance of some of that is kind of how I’ve been doing it. And I’d be curious to see kind of the adjustments that you are making at your programs, academic year wise and also in the clinical year. And we’ve been trying to alleviate a lot of anxiety, I think, with our students as well. How are things up the road in Chapel Hill with how you’re handling it?
[00:03:37] I mean, I think that we’re all about in the same boat right now in terms of like trying to come up with the best solutions, although those solutions might look different for different programs. I think that we you know, one thing that you sort of alluded to there is something that I’ve kind of really embraced during this time. You know, you think about P.A. education. We always say that cliche of it’s like drinking from a fire hose and it absolutely needs to be like you absolutely need to cover tons of material in a short amount of time. But one thing that moving to distance education because of this pandemic has sort of made me question is like how much of that time actually needs to be butts in a classroom staring at a PowerPoint or, you know, those type of, you know, chaining your students to a home, you know, like a physical location, how much of this education can be achieved? And, you know, still hit those learning objectives and actually maybe even hit them better using some of these technologies, like you talked about using more like active learning and collaborative type of group projects or things like that. You know, even using the news, like, you know, there’s been so many studies that have come out on different treatments for corona virus and everything like that. And you know what? The evidence is not that good. Isn’t that the perfect evidence based medicine assignment to do like a critical appraisal of some of these papers that are coming out? And those are some of the things like, you know, just trying to use the world around the students right now and in and around us like this is the ultimate learning experience right now. Like this is literally medicine and this is literally public health happening. You know, in our lives. And I’m just trying to find the educational experiences that we can, I guess, like trying to find the silver lining of that. I mean, I. And evidence based medicine and the Adrian, I’m sure this is your this is your thing. I’m sure that you probably have thoughts about this as well, too.
[00:05:32] Yeah, I think that the evidence is sparse on everything right now because you can’t get a solid evidence base in, you know, six months of something. I will say that the amount of students coming back and saying, I really understand Noah do take evidence based medicine has been really refreshing to me.
[00:05:51] I’m pretty involved and I’m like patient communication, evidence based medicine, health care policy. And for me, that’s medicine like, you know, your groundwork coming in. But it’s hard to explain that to someone when they want to learn to be learned through to very. And I think it’s putting everything in a really relevant perspective before the didactic sense, but the clinical sense. That’s difficult. I think it is really challenging to keep morale up when you have students training to be physician assistants who cannot be on site right now. Do any of you have students on clinical is at all? No, no, no, we don’t either. Any estimate right now? We’re recording this on May seven. Any estimate when you think it’s coming back? You, Shaun and Janelle in North Carolina. Kris is in Tennessee. I’m in Pennsylvania.
[00:06:41] So we are tentatively going back June one, our health system across Tennessee. And again, I’m in the UTHSC program is with in the University of Tennessee umbrella. So, of course, big state institution and Tennessee being nine hours long and only about an hour and a half wide. We span across four major campuses in Memphis where I’m at and the very, very southwest corner all the way up to Knoxville, which is probably within a stone’s throw of Janelle and Shaun. So we need to get back into clinical because the way that our College of Medicine works is we’re not just talking about, you know, students. We’re not just talking about medical students. We’re not just talking about P.A. students. We are talking about residents. We’re talking about fellows. And some of these institutions have just grind to a halt. And part of the silver lining is that the outpatient setting and the medicine within the hospital systems that’s not covered related have also slowed down. So luckily, that workforce has not completely shut these hospital systems down. But at the same time, now that we’re starting to see in again, Tennessee was not hit super, super hard. So we’ve actually been below capacity for our health system since this all rolled out. But we have some clinics that, you know, because their census is so low. They said, look, we can’t have students right now because we just we don’t have one. We don’t have enough. But two, we’re having a tough time meeting revenue and production metrics as it is. I can’t stop to teach like I would like to. So we’re hoping June one, which is the start of our rotation six within our program to get our students back into clinical us.
[00:08:34] Yeah, that’s the same thing that we’re doing. Our clinical year team is just scrambling to confirm sites to get things going. That’s really what we’re hoping for. Maybe it’s in kind of a modified way or splitting people up every other day or doubling up. But clearly, we all understand the reason why students aren’t necessary. Right now, it’s just one more body in a space in a really tight crunch time. But we’ve been modifying with tons of online learning as much simulation as we can, lots of group discussion, lots of online videos and procedural videos, basically anything that we can do to engage and just even maintain that touch point with students. I guess you’re all kind of doing something similar as anyone just sitting the clinical.
[00:09:15] You’re out right now. Totally. They’re on vacation now. Lots of headshaking here. No, no, no, no, no, no. Yeah, good, good.
[00:09:23] So the way that we kind of flexed for our clinical year was again with us. We graduate in December, saw our students start our clinical year in January, and the majority of my students do there. We did a seven core that we have two. And then we also have them do an extra family medicine, extra internal medicine. So they do essentially non programmatic required rotations and then they get two electives. So what we did for our rotation for which was when all of this hit, was we made all of them do an elective because we do not have specific metrics for electives outside of just they need to meet patient hours and patient contact as much as we can. But that’s over the course of the entire clinical curriculum. So we have some opportunities to make up those in person face to face, patient contact hours later on once we get them back into clinical, as my College of Medicine put together a crisis medicine covered elective that the entire College of Medicine did. And it’s funny that. Talked about the evidence based because this elective went live three weeks, pretty much after all of this kind of hit the U.S. and even within the two and a half weeks, three weeks that my students were in the midst of this elective.
[00:10:38] The information that they were being presented was already out of date. And they told us that they said, look, they’re telling us stuff in this cause and then we’ve already know is no longer used. Yeah, it was Adam. Yeah. Like Janelle and Adrian said, that was the perfect opportunity to then have a discussion board about, you know, how long does it take evidence to reach the masses? And, you know, all of the stipulations and the red tape that you have to jump through. I mean, we talk about 14 years between a clinical trial before it actually starts making its headway into clinical practice and changing the way providers practice. And here we’re seeing this on an accelerated time scale. But still, at the same time, we’re still behind we’re already behind with some of this stuff. So factly, you know, that that’s kind of how we did a lot of this was just flex the electives, try to increase what we can online and then push as much as we can towards the fall term for us to be able to make up the rest those competencies.
[00:11:32] Yeah, and thank goodness for grad project also. Yes.
[00:11:36] Yes. That’s what we’ve been doing. So we had our students, they had to create, you know, complete a master’s capstone to graduate. So they kind of work on that concurrently throughout their clinical year.
[00:11:45] And you know, how students can be sometimes they feel about academic writing and doing the research projects and things like that. We actually move that to you as well as anyone teaching EBM that up. So we actually compress that into this rotation block to where they’re actually they each of us has four or five students. We kind of mentor through the process. We’ve been able to connect with them, meaning virtually once we encourage and peer review and having them get this project done.
[00:12:15] So in, you know, the the selling point is when they go back home clinically, they have this behind me.
[00:12:21] And, you know, it keeps them kind of engaged and busy and connected in a way to kind of complete this project. That seems to work pretty well for what we’ve done with our clinical students.
[00:12:31] Yeah, we’re kind of doing like a hybrid of what Kris and Shaun said. So our director of clinical education at UNC is amazing. He’s like a former military P.A. that is really good at like getting a seat at the table and keeping things organized amidst chaos.
[00:12:46] So, you know, he’s actually gotten our PA students to embed in with the medical students. They have a COVID elective. They have a telemedicine elective, you know. And it’s great. And so we’re we we’re using these as the electives because we’re in the similar situation as Kris is, where we have two electives on. At the same time, I direct it capstone IBM to course. And so a lot of these students are getting a lot of their capstone work and writing done at this point. So it’s definitely not wasted time at all.
[00:13:13] Okay. Yeah. John, earlier you had mentioned keeping morale up. You know, I think we’re seeing a lot of our students on Zoom and seeing their faces and little blocks, but that’s just not the same as being in class and like, you know, nudging someone when your professor says something ridiculous. So are they sharing lunch? You are the eternal optimist. I kind of feel like you’re probably leading the vanguard here a little bit, at least in spirit. What are you guys doing to keep Mirela?
[00:13:41] Yeah, I think no. Well, I was just trying to encourage engagement and connection. I think that’s one thing I’m trying to remind them in my academic year teaching and clinical medicine. I just recorded my last kind of one. And one thing I think has been helpful is, you know, we’re taking all this large content and I’ve been trying to break it down into small pieces and trying to tie in some online learning theory to where are small shots. Nobody wants to sit there and listen to me for fifty five minutes or so. I try to get it right there and I’m so I’ve tried to break them down to a little ten or fifteen minutes specific topics, but I’m also trying to remind them in scenarios kind of the big picture of things and why, you know, for example, reminding them that the end goal is to take care of patients.
[00:14:30] And I think that we can learn a lot about yourself in terms of crisis, in terms of building resiliency, grit, being adaptable. And these are all things that you kind of need that health care environment. And I recorded Southern last night, too, where, you know, I had my white coat on, which I never do for presentations to remind the students. This is kind of where you’re head and write is to have this privilege to take care of patients to get to the white coat ceremony at the end of the year. And just the amount of effort it takes to have that privilege and that weight of responsibility and wearing it to just kind of build in reminders as to remember your why. Remember why you’re doing this and that. So far, that seems to have worked fairly well. You know, I think some students are a little bit more engaged than others, but I’ve personally tried to build a lot of asynchronous and some synchronous meetings with my students, recognizing the. We’re all in different schedules and some are maybe in different parts of the country and trying to set clear expectations of what is expected during this time. And that seems so far to work mostly pretty well from what we’ve seen.
[00:15:38] And I’d be curious to see so that not so one of the things that we did was we made a decision very early on as a program that even though we’re doing this asynchronous, potentially synchronous learning, some of us do better with live zoom session. So some of our faculty are scheduled class time zooming in and teaching with that. Some of us like myself, I’ve just either had recorded lectures previously that were already banked and I posted those or what I’ve been doing in my in the H and P course that I’ve that I’m the course director for is they have the recorded lecture and then I schedule 30 minute blocks of time with two students where we go through the material. And I’d tell them, I’m going to approach this like walking around. So I’m just going to ask you questions about the material, not necessarily how you do the physical exam, but indications for if a patient presented with this, what would you assess and just kind of pick in their brain a little bit with that? And that seems to be pretty well. But, you know, one of the things that we did the like I said very early on was we told them, look, even though this is all online, we’re not requiring you to be in a location.
[00:16:47] You do not have to be in Memphis. If you need to go home to be with your family, to have that support, go home and be with your family. We will give you at least a two week heads up, hopefully sooner than that of when you need to be back on campus for things, but for the foreseeable future, until you hear from us. Otherwise, where you are in the world, it does not matter to us. You’d be where you need to be to be supported and to have your mind where you need to be. And so I’ve got one student from Utah who zoomed in on a hike like at the top of some weird sand thing. And I’ve got some, you know, two or three that have beach houses. And so they’re at the beach. So every time we zoom in, I tell them to turn their camera around and I get to my age away. That’s great. So I think that’s helped because they haven’t felt like they needed to be on campus for fear that they were gonna miss something. But I think it’s also helped their overall morale of being around people that are helping support them through this.
[00:17:42] Yeah, that’s great. Kris, one thing I will say that kind of piggyback on that just real quickly is, you know, I try to provide a lot of reassurance to our students that No. One, you’re building a skill, self directed learning, which is vital for political practice. Number two is that this is your flight times with our students right now. This is their first pass through the material. There’s only multiple chances for them to kind of revisit some of this through. And you’re gonna be fine. Right. I try to really reassure them that if you put the effort in this time through, you’re gonna be fine. We’re gonna not send you out there unless we feel like you’re competent and ready for practice. So a lot of reassurance tends to go a long way. Anytime that I can connect with them via short video, introducing kind of how we’re going to do things over a short week at three or four minute video. I think they really appreciate that. And that seemed to work well, at least with some of our students, you know.
[00:18:43] Yeah, I think, you know, one thing that this kind of, you know, brings up, I feel is this idea of vulnerability. And we as educators kind of making ourselves a little bit of a vault vulnerable at this time.
[00:18:56] I don’t know about you all what you think about this, but when I was in school, I definitely put, like my professors on a pedestal. And then I realized sometimes, like kind of meta, I’m like, oh, my students probably think the same thing about me, too, but I don’t necessarily, you know, view myself in that way. But I think that I’ve taken this opportunity to really kind of, you know, make myself vulnerable. You know, we’re inviting our students, like, into our homes. Like my child has made more guest appearances on Zoom than I ever anticipated before.
[00:19:23] But letting the students know that this is hard for us, too, and that it’s hard for everyone right now and it’s okay to admit that it’s hard and that it’s difficult and it’s okay to admit to ask for help. And I think that, you know, if anything, another positive I’m trying to be an optimist. Another positive that hopefully can come from this pandemic is, you know, educators making themselves a little bit more vulnerable when it’s appropriate. But also normalizing this idea that in higher education, it’s okay to ask for help. It’s not a sign of weakness. And actually, it can be very beneficial when you’re trying to learn and teach. I don’t know what you all think about that vulnerability. Adrian, do you think.
[00:20:06] Yeah, I think we just heard a little Brené Brown out there, just someone we should have her on next.
[00:20:13] No, you’re not. No, I kind of expected that you would.
[00:20:18] You both said Shaun and Janelle kind of. You just went down like the tenets of Beth. Teaching practices in just being good people.
[00:20:26] So I heard Shaun say that he’s using differentiated learning, so like he’s using video. He’s using voice. He’s using reading.
[00:20:34] He’s using low stakes quizzing, really just kind of asking students, giving them formative feedback and then modeling that we’re modeling the behavior that we want just by being ourselves, by being real people and sharing humanity, because when it comes down to it, that’s exactly what we’re doing. I just read recently. Doesn’t everyone have, like, an English teacher that changed their lives? I certainly do. And so what’s different about English than like Trig? You talk about humanity and you talk about stories and invariably your English teacher stands up on his desk and you all like: Oh, captain, my captain. Maybe not everyone, but at the private school, you know.
[00:21:18] But there’s this sharing of humanity that connects us all. And it’s okay to not be perfect. I think it’s also modeling how we do better. Well, being in clinical practice just having this conversation, I think we were taught like, suck it up, you know, leave it at work and then suck it up and go forward then is definitely not what we’re teaching here now. So there’s a lot of skills being developed, I think, and best practices getting comfortable with technology that we never had before and that reassurance that we know that online learning is not inferior. And when done well teaches you sometimes better, online learning is not the same as face to face. Of course. And definitely things are missed in that way. But they’re not getting a subpar education. And we’re working our tails off to make sure that.
[00:22:06] Absolutely. Yeah.
[00:22:09] We had a bunch of, I think, really good affirmations and feel like we’re all on the same boat. We’re all paddling in the same direction. I think we’re doing a lot of good things and not to be that easy or of the group, but I am an eternal arsonist. Unfortunate, huh?
[00:22:27] That’s why we’re all a team.
[00:22:29] Let’s unpack this just for a second. So we do have a lot of colleagues that unfortunately graduate in spring and have had to delay graduation just because they don’t have the time to be able to get what they need to get in in order to meet their graduation requirements. That, to me, is something that you can’t, as an educator do anything about. Right. If you can’t meet the credit hours, you can’t graduate on time. Done. There is no arguing. There is no squeezing it. What about those of us who say graduate in December and our entire didactic curriculum is predicated on the fact that we’re going to meet all of these curriculum. And it’s designed in a way. Yeah, that this is how we teach it in order to ensure competencies. And now all the sudden over the course of six weeks, we’ve had to completely flip what we do have had no time to plan for. It may not be the best. We’re still giving you a quality education, but it may not be the way that this curriculum was designed. Has the thought ever crossed your mind that you may have to hold your students back from going to clinical goals for the fear of not meeting your programmatic competencies and feeling good about how you’re training your students to go to clinical? I have certainly struggled with this, but I wanted to throw that out there to the group and start a dialogue to see what your thoughts were.
[00:23:43] I mean, I just had this conversation the other day and it was actually in the context of what if we can’t go back in the fall because our students, you know, their final didactic or preclinical semester is in the fall. And so they start clinical in January. And, you know, the question was, would you feel comfortable sending students into the clinical year after only having had them for like half a cent semester in person? I said absolutely not. I would not feel comfortable because I feel like we have not. I mean, I do a lot of simulation. I do a lot of standardized patients. And I know that those aren’t, you know, perfect surrogates for how a student’s going to do. But it’s definitely a little bit better than like a virtual standardized patient or, you know, I’m just talking things through, kind of like that Socratic method that Kris was talking about a little bit ago. And so I do think that there needs to be some aspect of a you know, a check points is some sort of summative evaluation at the end of this preclinical time. That is in person that is, you know, a student laying their hands upon, you know, a standardized patient or what have you showing us that they know how to auscultation. They know when to auscultation. And, you know, kind of show us a little bit more of that real world clinical reasoning in real time. So I don’t have the answer for this. But, yes, I have thought about this, Kris.
[00:24:57] Janelle, you were supposed to have an answer.
[00:25:00] Not today. Not today, Adrian.
[00:25:03] If you’re not planning for all of these contingencies, like one end of optimism somewhere in the middle on one end of pessimism, you’re missing the mark. I really think you need to be thinking about all of these things. So, yeah, of course, we thought about those things and how are we going to teach what we need to teach to demonstrate what we say is competency? I think that we might be moving in a direction. Maybe we don’t have to keep everyone away all the time like you had one person back at a time. Right. And you could do distancing. You can you can do those things in that way. So I think as time progresses where everything is always evolving, we’re having opportunities open up as well to kind of meet those demands. But, yeah, if you’re not thinking worst case scenario. I mean, Kris lives his life by selecting people for pandemic anyway for total anarchy and chaos. Right. Look, you need a marketable skill that’s going to help you survive in the apocalypse if you’re going to be increased his inner circle, which is why he’s a good leader, right?
[00:26:01] Yeah.
[00:26:03] Well, and I think this points to when we look at, you know, other professions and how they do this. Right. Like, we know at least in my shop at UT the first year, if not two years of the medical school. I don’t see that. Let’s say first year, first year medical school at my campus attendance not mandatory. Everything recorded touch points throughout the terms for small group exercises, competency type things. But essentially, it’s all prepping for step one because they know that that’s the big thing that they need to be able to do. So the difference, I think, with us is that that’s how that curriculum is designed. Our curriculum kind of on the fly just shifted and we’re doing we’re doing a really good job. And I think that that’s where if we get anything across to those of you listening, is that we as a profession, I feel like are doing a phenomenal job in keeping the boat as as straight as possible during the storm. And I think that if you’re not sitting back and looking at what went well, what could we do like this moving forward if we had some more prep time? What did we not. Absolutely cannot do this again moving forward, because it’s not what, you know, obviously H&P and skills and procedures, those have to be taught in person.
[00:27:21] There’s no way around that. But I think this is an opportunity for us to sit back, reflect what worked, what didn’t. Certainly that’s my plan as a program director. When we all get back on campuses to have a formal sort of postcode, a debrief where we sit down the curriculum level and say what worked, what didn’t, what do we need to plan for contingencies in the future? And what could we potentially move to this format? You know, full time, permanently. And that may open up some if we do a course that worked asynchronously all online. Well, guess what? That now opens up time during the day during the nine to five business hours for us to do some more in-person, maybe some small group exercises with the students understanding that, yeah, you’re gonna have to do some work on your own, but that’s gonna open up this two hour block on Tuesdays and Thursdays that you normally would be in lecture for us maybe to do some clinical case presentations or cognitive reasoning or some of these skills. That is part of the hidden curriculum that we maybe sprinkle in. But now we’re gonna be much more directed and intentional about making sure that they get.
[00:28:29] Mm hmm. Yeah, absolutely. Any last closing thoughts that we want to share with the listeners, something that you’ve been dying to say or ask?
[00:28:39] I’ll just chime in to say to just piggyback real quickly on Kris’s point. This is going to re allow us to just rethink how we deliver medical education in general. I think there’s a lot of opportunity that we can build from this, just from what Kris alluded to. I think it’s just couldn’t change how we do a lot of things, hopefully for the better.
[00:29:03] I agree. Yeah, I think there is a lot of time for reflection and opportunity here.
[00:29:09] And I’m just really proud of how everyone has come together, increased their learning like crazy, really transitioned into in that we thought was kind of impossible. So speaking of morale, if you’re out there kind of feeling a little down, you’re not alone. We’re all with you and we’re going to get through it. We’re gonna go through together.
[00:29:27] Just keep looking forward to the airwaves and educators, dot.com airwaves and educators podcast.
[00:29:36] I just want to know, what is your guises? Quarantine, treat yourself like. What are you guys treating yourself to at home right now? I think it’s really important.
[00:29:45] Is it like a gambling item? Is it a beverage? Is it an experience? What do you guys been doing over there just to kind of wrap this up to, you know, make us human again?
[00:29:59] You know, after all, going through the kind of all of those things like indulgences and things that I thought were gonna make me happy, the biggest thing that has made me happy is kind of parenting myself with making myself exercise, eating well, sleeping. Getting back to your routine, like putting clothes on as if I was going to the office. So honestly, the best thing that I’ve done for myself is to take really good. Here’s myself as if this weren’t a pandemic. And as if it were.
[00:30:28] Absolutely. That’s great. I think your point. You know, we kind of wrap up things. I think for me, my indulgence is once a week getting takeout from my favorite Mexican restaurant up the street. I think for me, the benefit I’ve had is it’s really allowed me to really reconnect with my kids being else, spending time outside.
[00:30:47] I realize how busy I was because it’s part of my mission to help other people. But I’ve really been able to reconnect with my kids. And Kris can attest to this sometimes they’re a joy sometimes or a challenge because you love them no matter what. How are you, Kris?
[00:31:03] Yeah, we’ve been bingeing. Grey’s Anatomy, really? My eleven year old has decided that she is gonna be an aspiring surgeon, which I am 100 percent supporting in that endeavor. I gave her a care of my spare hemostat and needle drivers and teaching her how to play instruments. And so I’m definitely supporting that endeavor. So we’ve been actually watching more of that. I haven’t watched Grey’s since. She’s probably three or four seasons. And we’ve my wife and I finally bailed out. I was like, this is just too much. So we started watching that at night and I’ve been staying up later than I normally do so that we can have that time together. But ultimately, my thing is, is just not doing anything. Not just from a work schedule, but even just from a, you know, training schedules. I’m trying to get back into doing some of these Scottish games. And I was starting to get worn down. And I want all of this happened. I was like, God, man, I’ve got to get out. I got to do some stuff. I need to still go out here. Right. Yeah. And I just stuck. You know what? There’s no sense. Just take it. There’s no reason for you to can’t go anywhere. So just let your body heal. So I’ve gotten out of that mind frame of I’ve got to go, go, go, go. And just said, you know what? I’m just going to take this next week, six weeks to rest, recuperate, let my shoulder heal, hang out with the kids, you know, stay up a little bit later than normal because I don’t have to get up at four thirty every morning. So it’s gonna be hard to get back to the routine. But that’s kind of what that’s what I’ve been doing.
[00:32:25] It’s great to know. I’ve been looking forward to the walks. I throw my kid in the stroller and I walk the neighborhood.
[00:32:32] And it’s so interesting how, like, I’ve lived in the same neighborhood for a few years now, but I’ve never really, like, known my neighbors that well. But now everybody’s outside and we’re all staying, you know, more than six feet away from each other. But I’ve gotten to know them all so well. And, you know, we know each other by names. We know all of our dogs and our kids and everything like that. And so that’s been really kind of nice.
[00:32:54] And so I do look forward to my multiple walks throughout the course of the day, you know, my two walking.
[00:33:02] Yeah, I think that’s gonna about do it for us for this pandemic episode of Airwaves and educators. It was really nice to check in with everyone.
[00:33:11] I agree. Absolutely.
[00:33:13] Stay safe.
[00:33:14] Stay sane until next time. Bye bye.
