May 14, 2025 • 16 mins
A curious mind is an active one, and one that may be best suited for a career in Research. Dr. William Vicory is a Biomedical Engineer for the Dr. Sid E. Williams Center for Chiropractic Research here at Life University. He discusses his unconventional path toward academic research, how compelling questions compelled him to dig deeper and learn in a dynamic way. He is working on some exciting projects, including a sit-up model of PAT, our lovable 3D chiropractic mannequins.
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Episode Transcript
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S1 (00:30):
Hi, guys. Welcome to another episode of Living Life. I
love you, I am your host, Doctor Veronica Garcia, and
we are back with another of our research episode series,
which means that I am joined by the amazing Erin Gilligan.
S2 (00:43):
The other co-host. And today we are pleased to welcome
doctor Will Vickery to our studio. Will, how are you?
S3 (00:49):
Good, good. Thank you.
S1 (00:51):
I'm so excited to have you. Um, Will, I want
I want the world to know a little bit more
about your role at the university, but before that, you
do have a background in biomedical engineering. Is that correct?
S3 (01:05):
That is not correct.
S1 (01:06):
That is not correct. Fix please. What is your background?
S3 (01:10):
My background actually originally was in mechanical engineering. Gotcha. And
I worked in the telecommunications industry for about over 20 years.
S1 (01:19):
Okay.
S3 (01:20):
Until it decided that they didn't want to exist anymore. Mhm.
So that's basically where I started. I actually got hired
in straight out of school to a unknown company called
AT&T Bell Laboratories. And which was supposedly the think tank
of all research and all that stuff like that. But
(01:40):
it was it was interesting. It was an interesting career.
S1 (01:43):
Huh. And when did chiropractic come about?
S3 (01:48):
When I had to reinvent myself. It's one of the
bad things about getting laid off or losing your position
or something like that, is that you have to find something,
and then you find out that, oh, everybody tells you, oh,
you're obsolete. And I'm like, no, I'm not. So I
had to reinvent. I basically had to reinvent myself.
S1 (02:05):
Wow.
S3 (02:05):
And so I was actually going to school to become
a rad tech. And, uh, the, the professor that I had,
he said to me, he says, you annoy me. I said, okay,
I like it. He says, no, you asked too many
questions and you should think about being a doctor. I said,
(02:28):
oh no, I hate doctors. Not interested. And but he
kept persisting. And then one day he called me into
his lab. He says, I want you to see something.
And then he showed me something that I'd never seen before.
He had a person laying on the table and and
he was doing this, and he says, watch this leg.
And he went short and he says, watch this leg now.
And he goes long. And what is that? He says,
(02:50):
I can't tell you. I said, what do you mean
you can't tell me? He says, you'll have to go
to this school over here and find out. So I
said okay. I thought about it because I really you
now mess with me because now.
S1 (03:07):
Now you can't.
S2 (03:07):
Sleep. Right?
S1 (03:08):
Right.
S3 (03:09):
I have a tendency of that problem. So I had
to process that. And I'm like, okay, I'm going to
go check this out. So I went to this place
called Life University. I had no idea what it did.
I didn't know anything about it. I walked in there
and then all of a sudden I'm sitting in Doctor
Koch's class. Okay. After about four weeks, 4 or 5 weeks,
he goes and says something, and I said, oh, I
(03:34):
get it. And all of a sudden it clicked. That's
basically how I got into chiropractic.
S2 (03:39):
So then you got the answer to all those questions
or one of the answers to all those questions, maybe.
S3 (03:45):
Short leg length. Come on.
S2 (03:46):
Right.
S3 (03:48):
Come on. It just blew my mind. I'm like, but
he made it look magical. Yeah. Which you can do that.
And it's funny because when I actually worked with patients,
that's exactly what I would do, is show them the
leg length differential. Differential differential, and then show them how
I could correct it. And then, like, their eyes would
light up like, what is this? I'm like, yeah, I'll
(04:09):
give you the magic to you too.
S2 (04:12):
So magical evidence in a way.
S3 (04:14):
Absolutely, absolutely.
S1 (04:16):
So how long, um, you're back at the university in
a in a different role. How long since you graduated
and then come back into the role that you are in?
S3 (04:24):
Well, I graduated in 2011. Okay. So I was in practice, well,
obviously for about 14 years and then, uh, then received
this opportunity. So kind of excited about it.
S1 (04:36):
So what is this opportunity now?
S3 (04:38):
I don't know. Oh, no.
S2 (04:40):
Actually evolving.
S3 (04:41):
It's evolving. It actually has because when I originally was
told what it was, it's not what it is now.
So I was to be actually helping to upgrade the
pat mannequin. Mhm. And uh, unfortunately the Pat mannequins have
had a lot of activity and their durability is lacking.
S2 (05:02):
Oh.
S3 (05:03):
How's that? Good.
S1 (05:04):
The words. I like fancy.
S2 (05:05):
Words.
S3 (05:06):
That's what I thought, too. Um, so actually, I'm trying
to upgrade it. Uh, find ways to to improve its
performance as well as make it more conducive to what
really the students are supposed to encounter in practice. Mhm.
One of if you're familiar or if anybody is familiar
with the pat mannequin, everything is done with it being prone.
S1 (05:30):
Mhm.
S3 (05:31):
But when you do palpation it's not done prone at
least not the way we were taught. Right. And uh
so that's one of the first things that's already changed
in the upgrading of the mannequin is that I am
trying to develop a seated mannequin. Mhm. For them to
experience what palpation is really like. So trying to identify
(05:55):
the landmarks and everything that you do in palpation. So
that's where I'm going.
S4 (06:01):
That is so exciting.
S2 (06:02):
So exciting. Yeah. Pat gets an update.
S3 (06:04):
Yep. And then obviously then Pat will actually be used
for adjusting. And then I'm going to work on that
to try to make sure that there's some other little
enhancements in there that they would not know about it.
Everything is pretty invisible to the student.
S1 (06:20):
So for the listener or person that's watching that has
no idea what we're talking about, tell us a little
bit about Pat.
S3 (06:27):
Say again. Again.
S1 (06:28):
Tell us a little bit about Pat.
S3 (06:29):
Okay. So Pat mannequin that's obviously it's an acronym Pat
meaning palpation a being adjustment and T being a tool.
So it's palpation adjustment tool. Um it is basically a
molded silicone. I don't want to call them a dummy
(06:50):
because he's my buddy. Buddy. Yeah, buddy. And what there
are components that are built in to simulate the spine
and all its vertebral components. There are also sensors in
there in order to identify where the person is actually
(07:11):
positioning their hand or fingers or anything like that. And
that's basically the way it is right now.
S1 (07:19):
That's really interesting. And I remember Pat from the very
early beginnings when I was here in school, how it
started in this garage, and there was just foam and
a spine and kind of that idea and that evolution.
So it's really exciting to know that there's a person
designated to continue the evolution of Pat, because as a
(07:40):
person that saw like the very first, this is foam
and this is a structure and then touch it, and
then you can start feeling it to what it is
now and what we have students in clinic using and
in technique classes and practicing. And to be able now
to evolve it to a weight bearing, which is a
huge difference. Friends. Um, that is really exciting.
S3 (08:00):
If, uh, our research director has her way, which she
may very well get, but the the hope is that
we can actually go from just right now, the mannequin
is a an adult model, right? There's a hope that
we can evolve into having a child model. Even a
(08:25):
baby model. Yeah. A, uh, we want to possibly incorporate
things that the the student will the future doctor will experience,
such as adipose tissue, fat and, uh, women versus men.
S1 (08:42):
Um.
S3 (08:43):
Those kind of things. So all that that is the
hope that we're going to get there. But if that happens,
I will be 152 years old by the time that
gets done.
S1 (08:54):
So you'll totally be around, right?
S3 (08:57):
Probably I'll be the guy that's walking with that cane.
S2 (09:01):
So can you speak a little bit to the research
around Pat? Like, what kind of are you involved in
the research itself, or how are you getting the information
for how to how to get this evolution going? I
guess with Pat, um.
S3 (09:17):
Actually I inherited this. So somebody else built it when
I walked into the position. I thought I was going
to have a lot of information and I've not really
found that. So I'm basically having to reinvent the wheel,
which I don't like to do.
S2 (09:36):
Yeah. Right, right.
S5 (09:37):
But it sounds like you're doing an extraordinary job, though,
at it.
S3 (09:41):
Oh, thanks.
S2 (09:43):
I was just getting into the seated position. I think
that's a that's revolutionary in terms of Pat mannequin.
S3 (09:49):
That I believe it will be. Um, it was the
purely a recommendation from from a from a lot of
the clinic doctors that you know, hey, you know, this
is not how we do it. And because of my
inquisitiveness about it, saying, you know, is that would that
be good for you? Would you think that that would
(10:09):
be a teachable item for for the for the students? Yeah,
that was where that, that just developed out of that.
S5 (10:16):
Absolutely.
S3 (10:17):
So I mean, my to be honest with you, my
role is I want to support the faculty clinicians as
much as possible in trying as much as possible in
trying to develop the educational tools that are necessary because
they're the ones that they have their they get their
feet on the ground with, with the whole process. I mean,
(10:38):
I can come up with some great little widget, you know,
and then they can then the faculty clinicians can come
back and say, yeah, that's not going to work. So
I mean, I really want to I love to get
their feedback on on this stuff. And so I've asked
a lot of clinicians and I think I'm going to
(11:00):
continue to do that. And I heard that our, uh,
our faculty clinicians down there at the I think it's
more the not the student clinic, but the outpatient outpatient
clinic that, uh, they're really interested in getting involved with that.
So that's going to be good. Every any type of feedback,
(11:22):
even feedback from students, is important to me. I know
that we used to we had a what do you
got it? What do they call that little thing, QR
code where somebody could submit their ideas?
S1 (11:37):
Absolutely.
S2 (11:37):
That's great. That's great. So does Pat live now at
the student clinic exclusively or is that at the outpatient
clinic as well?
S3 (11:44):
Yes.
S2 (11:45):
Oh.
S1 (11:46):
Everywhere.
S2 (11:48):
Yes.
S3 (11:48):
And in closets too.
S5 (11:50):
Yeah.
S2 (11:51):
In storage. Storage. That's fantastic.
S1 (11:53):
But there's also there's also so much opportunity, quite honestly,
because being a graduate of just six years ago and
not having the opportunity of having a mannequin or a
buddy to just practice the thrusting into for without someone saying, okay, Veronica,
calm down. Like I'm done for now, for today, for
(12:15):
for the next three months because of how many times
I thrusted. It's really such a beautiful experience to be
able to in student clinic, walk the student over to
Pat and say, okay, let's practice just setting up the hands.
And now let's practice putting your body weight into it.
And this practice the speed of it. It's such an
important piece that I feel like as a student I
didn't have. However, it's so beautiful to see them. Oh,
(12:38):
it clicked here, and now I can just reproduce that
into my patient that's laying on the table next next
to pad. Right. And that is that's what excites me
about the evolution because we have we have females, we
have males, we have older generation and that have very
different spines than our little teeny tiny babies that we have.
We have a one month old in clinic, right? We
have all these beautiful bodies that truly having had to
(13:02):
practice on and to build that confidence in students, for
them to say, okay, my muscle memory is now working.
It's just a matter of me adapting it to this
specific body now. It's it's giant.
S3 (13:16):
And it matters.
S1 (13:17):
Yeah.
S3 (13:17):
Because we know that you don't adjust as an infant
like you adjust an adult.
S1 (13:21):
Exactly.
S3 (13:22):
And yet, I know that a lot of there are
some chiropractors out there that do, which is which is
a tragedy.
S2 (13:29):
As.
S3 (13:29):
Far as I'm concerned. So they it's a great skill.
It's a great, great tool to, to develop that skill
that they need.
S1 (13:37):
Absolutely.
S3 (13:37):
So and and one of the, the possible enhancements that
we're going to try to do is actually incorporate some
force and, uh, vector analysis with it so that they
can immediately get their feedback. I mean, right now Pat
has some of that, but want to incorporate a lot
of what Doctor Russell's been doing and putting some of
(14:00):
that stuff in there if I can.
S4 (14:02):
Yeah.
S3 (14:02):
But you know, we'll see.
S2 (14:04):
It's just another opportunity for collaboration and.
S3 (14:06):
Another 15 more years or.
S2 (14:07):
Something. There you go.
S1 (14:09):
152.
S2 (14:10):
152 will be here before you know it.
S1 (14:13):
That's awesome. Well, well, I'm so excited to have you
on the team. I'm sure the students and the future
students and me as a professor and as as a
person that's in there with them. It's such a beauty
to see and to know that there's extra work being
done because it is an advantage for the students. So
your work is definitely applauded and very, so grateful for it. Um,
(14:36):
and really excited for where we're going. But before we
we wrap up today, um, you had the opportunity to
participate in the poster symposium. Tell me a little bit
about that experience.
S3 (14:48):
It was terrible.
S6 (14:49):
Oh, I'm just kidding.
S2 (14:50):
And that's the.
S6 (14:51):
Show. Yeah. No, it was it.
S3 (14:53):
Was a great experience. It was great to be able
to see all the people who were collaborating and and
doing all these different things, stuff that I was not
aware of. So it was really good to see some
of that stuff. I was very sad I didn't went, no,
I'm just kidding. No, it was it was really good
to see all that and especially seeing the undergrads getting involved. Um,
research is a big deal. Um, a lot of people
(15:15):
don't think so.
S6 (15:15):
But.
S3 (15:16):
It really is. It's going to be it's it's fundamental
for our for our institution. So to be able to
see that, participate in that and see some of that
stuff that's going on, that's it's just phenomenal. And I
just hope our I hope there's a continued emphasis in
trying to boost up our research because, I mean, without it,
where's our future.
S2 (15:36):
Right. And I think the great thing about this symposium
was that there were people from students, students, faculty members, staff,
you know, staff members from across the university. Um, so
really all coming together. And so I'm so glad you
had a good experience.
S3 (15:50):
Yeah, it was a good experience.
S2 (15:51):
Good.
S6 (15:51):
I was.
S3 (15:52):
Just kidding about.
S6 (15:52):
The first part.
S2 (15:54):
Do you feel like it prepared you for? Have you
done much conference presenting in the past?
S3 (15:59):
Uh, not with life, obviously, but with other places. Yes.
S2 (16:02):
Okay.
S4 (16:02):
Okay.
S5 (16:03):
That's awesome.
S1 (16:04):
I'm excited. So I hope that we get to see
you back at the next symposium as well.
S3 (16:08):
Oh, I probably will have to.
S6 (16:10):
I mean.
S1 (16:11):
It's part of your job.
S3 (16:12):
You will do this, right?
S1 (16:15):
I love that, I love that, but, um, thank you
so much. Thank you for your time. And thank you
for your dedication. And thank you for your passion, for
helping grow what it is. The education of chiropractors, um,
at Life University, not yet around the world, but we're
coming for you. But thank you. Have a beautiful rest
of your.
S3 (16:33):
Thank you very much.
S6 (16:34):
Be amazing. Thank you. Will.
S5 (16:35):
We're so grateful for you.
S1 (16:36):
And we'll see you guys on the next episode of
Living Life A Life View. This is the research cities.
S6 (16:40):
Bye bye.
Hi, guys. Welcome to another episode of Living Life. I
love you, I am your host, Doctor Veronica Garcia, and
we are back with another of our research episode series,
which means that I am joined by the amazing Erin Gilligan.
S2 (00:43):
The other co-host. And today we are pleased to welcome
doctor Will Vickery to our studio. Will, how are you?
S3 (00:49):
Good, good. Thank you.
S1 (00:51):
I'm so excited to have you. Um, Will, I want
I want the world to know a little bit more
about your role at the university, but before that, you
do have a background in biomedical engineering. Is that correct?
S3 (01:05):
That is not correct.
S1 (01:06):
That is not correct. Fix please. What is your background?
S3 (01:10):
My background actually originally was in mechanical engineering. Gotcha. And
I worked in the telecommunications industry for about over 20 years.
S1 (01:19):
Okay.
S3 (01:20):
Until it decided that they didn't want to exist anymore. Mhm.
So that's basically where I started. I actually got hired
in straight out of school to a unknown company called
AT&T Bell Laboratories. And which was supposedly the think tank
of all research and all that stuff like that. But
(01:40):
it was it was interesting. It was an interesting career.
S1 (01:43):
Huh. And when did chiropractic come about?
S3 (01:48):
When I had to reinvent myself. It's one of the
bad things about getting laid off or losing your position
or something like that, is that you have to find something,
and then you find out that, oh, everybody tells you, oh,
you're obsolete. And I'm like, no, I'm not. So I
had to reinvent. I basically had to reinvent myself.
S1 (02:05):
Wow.
S3 (02:05):
And so I was actually going to school to become
a rad tech. And, uh, the, the professor that I had,
he said to me, he says, you annoy me. I said, okay,
I like it. He says, no, you asked too many
questions and you should think about being a doctor. I said,
(02:28):
oh no, I hate doctors. Not interested. And but he
kept persisting. And then one day he called me into
his lab. He says, I want you to see something.
And then he showed me something that I'd never seen before.
He had a person laying on the table and and
he was doing this, and he says, watch this leg.
And he went short and he says, watch this leg now.
And he goes long. And what is that? He says,
(02:50):
I can't tell you. I said, what do you mean
you can't tell me? He says, you'll have to go
to this school over here and find out. So I
said okay. I thought about it because I really you
now mess with me because now.
S1 (03:07):
Now you can't.
S2 (03:07):
Sleep. Right?
S1 (03:08):
Right.
S3 (03:09):
I have a tendency of that problem. So I had
to process that. And I'm like, okay, I'm going to
go check this out. So I went to this place
called Life University. I had no idea what it did.
I didn't know anything about it. I walked in there
and then all of a sudden I'm sitting in Doctor
Koch's class. Okay. After about four weeks, 4 or 5 weeks,
he goes and says something, and I said, oh, I
(03:34):
get it. And all of a sudden it clicked. That's
basically how I got into chiropractic.
S2 (03:39):
So then you got the answer to all those questions
or one of the answers to all those questions, maybe.
S3 (03:45):
Short leg length. Come on.
S2 (03:46):
Right.
S3 (03:48):
Come on. It just blew my mind. I'm like, but
he made it look magical. Yeah. Which you can do that.
And it's funny because when I actually worked with patients,
that's exactly what I would do, is show them the
leg length differential. Differential differential, and then show them how
I could correct it. And then, like, their eyes would
light up like, what is this? I'm like, yeah, I'll
(04:09):
give you the magic to you too.
S2 (04:12):
So magical evidence in a way.
S3 (04:14):
Absolutely, absolutely.
S1 (04:16):
So how long, um, you're back at the university in
a in a different role. How long since you graduated
and then come back into the role that you are in?
S3 (04:24):
Well, I graduated in 2011. Okay. So I was in practice, well,
obviously for about 14 years and then, uh, then received
this opportunity. So kind of excited about it.
S1 (04:36):
So what is this opportunity now?
S3 (04:38):
I don't know. Oh, no.
S2 (04:40):
Actually evolving.
S3 (04:41):
It's evolving. It actually has because when I originally was
told what it was, it's not what it is now.
So I was to be actually helping to upgrade the
pat mannequin. Mhm. And uh, unfortunately the Pat mannequins have
had a lot of activity and their durability is lacking.
S2 (05:02):
Oh.
S3 (05:03):
How's that? Good.
S1 (05:04):
The words. I like fancy.
S2 (05:05):
Words.
S3 (05:06):
That's what I thought, too. Um, so actually, I'm trying
to upgrade it. Uh, find ways to to improve its
performance as well as make it more conducive to what
really the students are supposed to encounter in practice. Mhm.
One of if you're familiar or if anybody is familiar
with the pat mannequin, everything is done with it being prone.
S1 (05:30):
Mhm.
S3 (05:31):
But when you do palpation it's not done prone at
least not the way we were taught. Right. And uh
so that's one of the first things that's already changed
in the upgrading of the mannequin is that I am
trying to develop a seated mannequin. Mhm. For them to
experience what palpation is really like. So trying to identify
(05:55):
the landmarks and everything that you do in palpation. So
that's where I'm going.
S4 (06:01):
That is so exciting.
S2 (06:02):
So exciting. Yeah. Pat gets an update.
S3 (06:04):
Yep. And then obviously then Pat will actually be used
for adjusting. And then I'm going to work on that
to try to make sure that there's some other little
enhancements in there that they would not know about it.
Everything is pretty invisible to the student.
S1 (06:20):
So for the listener or person that's watching that has
no idea what we're talking about, tell us a little
bit about Pat.
S3 (06:27):
Say again. Again.
S1 (06:28):
Tell us a little bit about Pat.
S3 (06:29):
Okay. So Pat mannequin that's obviously it's an acronym Pat
meaning palpation a being adjustment and T being a tool.
So it's palpation adjustment tool. Um it is basically a
molded silicone. I don't want to call them a dummy
(06:50):
because he's my buddy. Buddy. Yeah, buddy. And what there
are components that are built in to simulate the spine
and all its vertebral components. There are also sensors in
there in order to identify where the person is actually
(07:11):
positioning their hand or fingers or anything like that. And
that's basically the way it is right now.
S1 (07:19):
That's really interesting. And I remember Pat from the very
early beginnings when I was here in school, how it
started in this garage, and there was just foam and
a spine and kind of that idea and that evolution.
So it's really exciting to know that there's a person
designated to continue the evolution of Pat, because as a
(07:40):
person that saw like the very first, this is foam
and this is a structure and then touch it, and
then you can start feeling it to what it is
now and what we have students in clinic using and
in technique classes and practicing. And to be able now
to evolve it to a weight bearing, which is a
huge difference. Friends. Um, that is really exciting.
S3 (08:00):
If, uh, our research director has her way, which she
may very well get, but the the hope is that
we can actually go from just right now, the mannequin
is a an adult model, right? There's a hope that
we can evolve into having a child model. Even a
(08:25):
baby model. Yeah. A, uh, we want to possibly incorporate
things that the the student will the future doctor will experience,
such as adipose tissue, fat and, uh, women versus men.
S1 (08:42):
Um.
S3 (08:43):
Those kind of things. So all that that is the
hope that we're going to get there. But if that happens,
I will be 152 years old by the time that
gets done.
S1 (08:54):
So you'll totally be around, right?
S3 (08:57):
Probably I'll be the guy that's walking with that cane.
S2 (09:01):
So can you speak a little bit to the research
around Pat? Like, what kind of are you involved in
the research itself, or how are you getting the information
for how to how to get this evolution going? I
guess with Pat, um.
S3 (09:17):
Actually I inherited this. So somebody else built it when
I walked into the position. I thought I was going
to have a lot of information and I've not really
found that. So I'm basically having to reinvent the wheel,
which I don't like to do.
S2 (09:36):
Yeah. Right, right.
S5 (09:37):
But it sounds like you're doing an extraordinary job, though,
at it.
S3 (09:41):
Oh, thanks.
S2 (09:43):
I was just getting into the seated position. I think
that's a that's revolutionary in terms of Pat mannequin.
S3 (09:49):
That I believe it will be. Um, it was the
purely a recommendation from from a from a lot of
the clinic doctors that you know, hey, you know, this
is not how we do it. And because of my
inquisitiveness about it, saying, you know, is that would that
be good for you? Would you think that that would
(10:09):
be a teachable item for for the for the students? Yeah,
that was where that, that just developed out of that.
S5 (10:16):
Absolutely.
S3 (10:17):
So I mean, my to be honest with you, my
role is I want to support the faculty clinicians as
much as possible in trying as much as possible in
trying to develop the educational tools that are necessary because
they're the ones that they have their they get their
feet on the ground with, with the whole process. I mean,
(10:38):
I can come up with some great little widget, you know,
and then they can then the faculty clinicians can come
back and say, yeah, that's not going to work. So
I mean, I really want to I love to get
their feedback on on this stuff. And so I've asked
a lot of clinicians and I think I'm going to
(11:00):
continue to do that. And I heard that our, uh,
our faculty clinicians down there at the I think it's
more the not the student clinic, but the outpatient outpatient
clinic that, uh, they're really interested in getting involved with that.
So that's going to be good. Every any type of feedback,
(11:22):
even feedback from students, is important to me. I know
that we used to we had a what do you
got it? What do they call that little thing, QR
code where somebody could submit their ideas?
S1 (11:37):
Absolutely.
S2 (11:37):
That's great. That's great. So does Pat live now at
the student clinic exclusively or is that at the outpatient
clinic as well?
S3 (11:44):
Yes.
S2 (11:45):
Oh.
S1 (11:46):
Everywhere.
S2 (11:48):
Yes.
S3 (11:48):
And in closets too.
S5 (11:50):
Yeah.
S2 (11:51):
In storage. Storage. That's fantastic.
S1 (11:53):
But there's also there's also so much opportunity, quite honestly,
because being a graduate of just six years ago and
not having the opportunity of having a mannequin or a
buddy to just practice the thrusting into for without someone saying, okay, Veronica,
calm down. Like I'm done for now, for today, for
(12:15):
for the next three months because of how many times
I thrusted. It's really such a beautiful experience to be
able to in student clinic, walk the student over to
Pat and say, okay, let's practice just setting up the hands.
And now let's practice putting your body weight into it.
And this practice the speed of it. It's such an
important piece that I feel like as a student I
didn't have. However, it's so beautiful to see them. Oh,
(12:38):
it clicked here, and now I can just reproduce that
into my patient that's laying on the table next next
to pad. Right. And that is that's what excites me
about the evolution because we have we have females, we
have males, we have older generation and that have very
different spines than our little teeny tiny babies that we have.
We have a one month old in clinic, right? We
have all these beautiful bodies that truly having had to
(13:02):
practice on and to build that confidence in students, for
them to say, okay, my muscle memory is now working.
It's just a matter of me adapting it to this
specific body now. It's it's giant.
S3 (13:16):
And it matters.
S1 (13:17):
Yeah.
S3 (13:17):
Because we know that you don't adjust as an infant
like you adjust an adult.
S1 (13:21):
Exactly.
S3 (13:22):
And yet, I know that a lot of there are
some chiropractors out there that do, which is which is
a tragedy.
S2 (13:29):
As.
S3 (13:29):
Far as I'm concerned. So they it's a great skill.
It's a great, great tool to, to develop that skill
that they need.
S1 (13:37):
Absolutely.
S3 (13:37):
So and and one of the, the possible enhancements that
we're going to try to do is actually incorporate some
force and, uh, vector analysis with it so that they
can immediately get their feedback. I mean, right now Pat
has some of that, but want to incorporate a lot
of what Doctor Russell's been doing and putting some of
(14:00):
that stuff in there if I can.
S4 (14:02):
Yeah.
S3 (14:02):
But you know, we'll see.
S2 (14:04):
It's just another opportunity for collaboration and.
S3 (14:06):
Another 15 more years or.
S2 (14:07):
Something. There you go.
S1 (14:09):
152.
S2 (14:10):
152 will be here before you know it.
S1 (14:13):
That's awesome. Well, well, I'm so excited to have you
on the team. I'm sure the students and the future
students and me as a professor and as as a
person that's in there with them. It's such a beauty
to see and to know that there's extra work being
done because it is an advantage for the students. So
your work is definitely applauded and very, so grateful for it. Um,
(14:36):
and really excited for where we're going. But before we
we wrap up today, um, you had the opportunity to
participate in the poster symposium. Tell me a little bit
about that experience.
S3 (14:48):
It was terrible.
S6 (14:49):
Oh, I'm just kidding.
S2 (14:50):
And that's the.
S6 (14:51):
Show. Yeah. No, it was it.
S3 (14:53):
Was a great experience. It was great to be able
to see all the people who were collaborating and and
doing all these different things, stuff that I was not
aware of. So it was really good to see some
of that stuff. I was very sad I didn't went, no,
I'm just kidding. No, it was it was really good
to see all that and especially seeing the undergrads getting involved. Um,
research is a big deal. Um, a lot of people
(15:15):
don't think so.
S6 (15:15):
But.
S3 (15:16):
It really is. It's going to be it's it's fundamental
for our for our institution. So to be able to
see that, participate in that and see some of that
stuff that's going on, that's it's just phenomenal. And I
just hope our I hope there's a continued emphasis in
trying to boost up our research because, I mean, without it,
where's our future.
S2 (15:36):
Right. And I think the great thing about this symposium
was that there were people from students, students, faculty members, staff,
you know, staff members from across the university. Um, so
really all coming together. And so I'm so glad you
had a good experience.
S3 (15:50):
Yeah, it was a good experience.
S2 (15:51):
Good.
S6 (15:51):
I was.
S3 (15:52):
Just kidding about.
S6 (15:52):
The first part.
S2 (15:54):
Do you feel like it prepared you for? Have you
done much conference presenting in the past?
S3 (15:59):
Uh, not with life, obviously, but with other places. Yes.
S2 (16:02):
Okay.
S4 (16:02):
Okay.
S5 (16:03):
That's awesome.
S1 (16:04):
I'm excited. So I hope that we get to see
you back at the next symposium as well.
S3 (16:08):
Oh, I probably will have to.
S6 (16:10):
I mean.
S1 (16:11):
It's part of your job.
S3 (16:12):
You will do this, right?
S1 (16:15):
I love that, I love that, but, um, thank you
so much. Thank you for your time. And thank you
for your dedication. And thank you for your passion, for
helping grow what it is. The education of chiropractors, um,
at Life University, not yet around the world, but we're
coming for you. But thank you. Have a beautiful rest
of your.
S3 (16:33):
Thank you very much.
S6 (16:34):
Be amazing. Thank you. Will.
S5 (16:35):
We're so grateful for you.
S1 (16:36):
And we'll see you guys on the next episode of
Living Life A Life View. This is the research cities.
S6 (16:40):
Bye bye.
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