Unlock the future of chiropractic education with insights from Dr. Kris Petrocco-Napuli, the pioneering first woman dean of Logan University. Discover her innovative vision for integrating chiropractic care into mainstream healthcare, especially as we tackle significant challenges like the opioid crisis. Dr. Petrocco shares her strategies for reaching underserved populations, including women, children, and the elderly, and emphasizes the power of interdisciplinary collaboration. Get inspired by her personal anecdotes on alternative pain management techniques, such as music therapy and mindfulness, and learn how these can transform patient care.
Dr. Petrocco’s leadership journey is nothing short of inspiring, underscoring the critical balance between toughness and fairness. With the unwavering support of her students, she has reshaped the landscape at Logan University, advocating for an inclusive and supportive academic environment. Listen as we explore the dynamics of leadership and the unique challenges faced by women in the chiropractic profession. This episode is a heartfelt gratitude to Dr. Petrocco for sharing her story and a nod to the remarkable impact of her leadership at Logan University.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:05):
Hello, my name is Dr Arlen Foer.
I'm the chairman and founder ofActivator Methods International
.
We want to welcome you to theActivate your Practice podcast
today and we're very fortunatebecause we have the Dean of
Logan University as the guesttoday, dr Chris Petrocco.
Chris, welcome.
Speaker 2 (00:24):
Thank you so much, dr Ford.
It's truly an honor and I'm sograteful to be here with you
today, well you know, you're thefirst woman dean of Logan
University and that's quite anachievement.
Speaker 1 (00:36):
And, by the way, dr Petrocco is a double doctor,
she's a chiropractor and shealso has a doctorate in
education.
So we're really proud of herand she does a great job at
Logan, and I'm fortunate thatI'm going to be able to ask her
a few questions today.
And I would like to start withhow do you see the future of the
profession from an academicstandpoint?
Speaker 2 (00:59):
So, doc, that's a really great question.
And you know, when we thinkabout the individuals that we
serve the public, that we servethe students that we're training
to serve the public, I see theprofession growing in a sense
that it becomes more diverse inthat population we're serving.
And when we look at what weneed to be doing as
(01:21):
practitioners and how we'regoing to grow in that aspect,
you know that's looking atdifferent environments to work
in.
You know how well are weserving that geriatric
population, how well are weserving the women of the public
and the children and are weworking functionally in
interdisciplinary care and howcan we collaborate better and
(01:43):
stronger with differenthealthcare providers?
So I really see the professionmoving in that direction that we
start to treat and care for allof those different populations
in a much better way than wehave in the past.
Speaker 1 (01:59):
I heard you say integrate and I think that's a
good word because I think thechiropractic profession has
grown enough that we canintegrate.
And I know your husband happensto be a VA physician and I
started the VA chiropracticprogram here in Phoenix and it
allowed us to work integratedinto the medical profession.
(02:19):
And you know what I found outand I'm asking you the same.
I found that they were veryaccepting and as long as we did
our job and kept our recordsclean and worked with them, we
had no problem.
Is Jason finding the same thing?
Speaker 2 (02:33):
And I think that's true Collaboration right, yes.
And really being collaborativewith those providers.
And you know, one of the bigthings that I think happens
frequently is that we forgetthat other providers aren't
trained the same way that we areand so often they don't
recognize what we do and how wedo it and how we can support the
patients that they're trying tocare for as well.
(02:55):
And so, you know, practitionerstell me all the time oh, chris,
you know, I have a GYN in mytown and they know exactly what
I do and I say, but do they?
And you know we for so longforget that that education piece
for those providers is just asimportant as it is for our
patients, so that theyunderstand how to care.
(03:16):
And you know, doc, you saidsomething else about working
collaboratively withpractitioners.
Working collaboratively withpractitioners, and you know
we've talked about so long theopioid crisis in our profession
and how patients are utilizingopioids across the US.
This is not a new conversation,not only for our profession but
for all of the differentpopulations.
But the piece is when you thinkabout the other providers.
(03:39):
They were trained in thatmedical model and so they were
trained to write a script.
They were trained to givemedical model, and so they were
trained to write a script, theywere trained to give a drug, and
often they struggle with if Ican't do that, then what's the
next step?
Speaker 1 (03:53):
Very good point.
I remember one day I wasstanding in the coffee line this
was several years ago and thehead of rheumatology walked up
behind me and said Hi Arlan, howare you?
And we're talking.
And he said I hope you guysnever leave.
And I said what do you mean?
And he said well, he says youknow, we're only allowed to give
so many class four narcotics,and then we don't know where to
(04:14):
go.
So he said this way, we justsend them down to you.
And so I said we're the dumpingground.
And he started laughing and hesaid well, kind of.
I said well, kind of.
But I said well, what did youfind out happens when you dump
them on us?
Well, he said, you know whatMany of them get well, and he
said so please never leave.
And, by the way, you were right, I had to give him a lecture to
100 MDs to show them what wewere doing, and afterwards they
(04:38):
were very happy to ask questionsand they just didn't know.
And so you're exactly right.
Speaker 2 (04:45):
And I think it goes.
Interestingly enough, I was apart of a group that worked on
collaborative care with a paingrant that we received in the
past, and there was a group ofproviders that came together and
would talk about case studiesand how do we prepare students
and how do we prepareprofessionals to work
collaboratively together.
(05:07):
And there was a hematologistthat was on this group and we
started talking and she wastalking to me about a sickle
cell patient that she had andshe said I never really thought
about complementary andalternative choices for pain.
And she talked about how theadolescents she was treating
with sickle cell would have somuch pain and she couldn't treat
(05:32):
them in a way that wouldalleviate all of their pain.
And so talking about not justwhat we do as chiropractic
because we know that there'ssome contraindication for
patients with sickle celldepending upon what their blood
levels look like and those sortsof things but looking at other
complementary things like musictherapy or acupuncture or
mindfulness, like music therapyor acupuncture or mindfulness,
(06:01):
and thinking about mindfulnessand whole health is another
avenue that our professionreally needs to be thinking
about because that is becomingpart of future mainstream health
care.
Speaker 1 (06:06):
You know, when I was just starting there was kind of
a thing going around that womenwhen they graduate they never
last more than seven years inpractice because they got
married and had children andthen they were out of practice.
Do you think that's holdingtoday, or do you think we got
new numbers?
Speaker 2 (06:21):
I think we have new numbers.
I don't know what those numbersare, but you know, when we look
at student enrollment, forinstance at our institution, we
recognize that there are morewomen entering into the
chiropractic profession thanever before.
You know, I often tell thestory of when I entered into
chiropractic college I'm goingto date myself, you know, early
in the 2000s, and we had theadmissions counselor very proud
(06:44):
of saying there's 20 women inthis class.
And you know me thinking backon that, thinking wow, that was
such a small number in a classof 120 or 130.
And we're watching our numberschange at our institution and
again, we're not only justseeing that in the enrollment
side of students but also inleadership.
Speaker 1 (07:07):
Yes, and it seems to me, as I've observed this whole
thing, that the glass ceilinghas been broken, if you will,
and so women are rising.
I mean, look, activator has aCEO that's a woman, so we've
been way ahead of the game.
But I see women, and, forexample, I noticed it in Europe
(07:30):
first, and there are 60, 40women, and so that's where it
really became obvious.
So come back here.
And so what do you think?
Do you think there are morewomen than men now enrolled?
Speaker 2 (07:49):
Definitely we are seeing that enrollment trend
changing, especially in theprofession.
You're seeing many more womenstep into academic leadership
roles and really wanting to movethe momentum of the profession
forward as a contributor.
Speaker 1 (08:04):
I've seen, you know several.
I can think of one right now,mctimoney College, and she has
four different universities infour different countries and I
think she's a disruptor.
I call her because she's doinga good job of disrupting the way
education is being done.
Do you think that's happeningin the US?
Speaker 2 (08:21):
I do think so.
I do think so, and you know, Ithink that for so long,
chiropractic has moved alongincrementally, and now we've got
many new thought leaders andperspectives, regardless of race
or gender or ethnicity, and thediversity that's being brought
(08:44):
to the table is much moresignificant than it was in the
past.
Speaker 1 (08:48):
What's the big changes you see in the academic
world?
Speaker 2 (08:52):
So the big changes you know being seen in the
academic world is really trulyserving our population of
students.
You know we've got greatdiversity in our population of
students.
We're starting to have muchmore diverse leadership across
the profession and all of thosereally coming together are
really shaping and forming howwe're changing.
Speaker 1 (09:14):
What's the biggest innovation you see in
chiropractic education?
Speaker 2 (09:18):
You know and you bring a really good point about
innovation, doc.
You know innovation.
Our students are wanting to seemuch more technology.
They're a much morecontemporary mindset
practitioner as they're enteringinto programs and Really
thinking about the delivery ofour education.
Right, and how are wedelivering curriculum and
(09:40):
content?
No more is going up to ablackboard and using a piece of
chalk.
The delivery method thatstudents are needing, wanting
and desiring and training thatpractitioner of the future
becomes much more important andthe level of technology and
innovation is also reallyimportant to our programs.
Speaker 1 (10:01):
Well, you know, logan was one of the first to adopt
the digital training like we puttogether in Activator and my
wife, you know she's astrategist and she said you're
going to have to do thisdigitally because one she said
you're getting old.
So she said you've getting old.
So she said you got a lot ofexperience and you need it.
It took, by the way, it took usthree years to digitize
(10:24):
everything that we had learnedover 55 years, and she was right
that we were able to get thisacross.
And then the pandemic hit andLogan didn't miss a beat because
all of their stuff wasdownloaded on their kid's
computer and they took them homeand they continued right on.
And that was a hard thing toget across to the academic
community because they didn'twant to lose their jobs, quote
(10:44):
unquote.
But if they had thought aboutit much, they could use that
technology and their job is safe.
All they have to do is helporganize it and get it out to
the students and it wouldn'thave been any loss to them at
all.
Speaker 2 (10:57):
And Doc.
I think that's such a greatpoint about innovation and
technique right what Activatorhas done for programs,
especially training individualsin Activator methods.
You know the student inparticular has that opportunity
to go through that virtualtraining and then be reinforced
(11:17):
in the classroom with thathands-on technique and skill and
that really changed theparadigm of how you can deliver
technique and verify competencyin students.
And I think that competencypiece it goes right along with
safety.
Speaker 1 (11:34):
Well, and it's a blended program, as you say.
You know they can and you knowwe found out because we had 150
instructors one time and we sawthere was variation as much as
we tried to stabilize it.
But with digitizing it it comesfrom me and I'm the one that's
saying it and if it's a mistakeit's mine, and we were able to
get it standardized then, and sothen the college instructors a,
(11:56):
and so then the collegeinstructors.
A kid would raise his hand andsay that's not what it said, and
you know they'd have to gocheck it and come back and say I
made a mistake and it was goodfor them also.
So I think you're right, it's areal innovation.
What do you see on campus todaycompared to when you went to
school?
Speaker 2 (12:15):
So you're asking me to date myself again, huh.
So you know it is reallydifferent.
I often tell students whenthey're coming into chiropractic
college I'm very jealous.
And I'm jealous because youknow there's all this new
technology.
We've got the four sensingtables.
You know you mentioned yourinnovation with Activator and
how they can train in a virtualtype setting and then be
reinforced in the classroom.
You know there's the anatomagetables that we have on campus
(12:39):
that we never had as students,and so all of these really
unique contemporary technologyreinforcing all of that
curriculum.
It is really really fantasticand you know it's really changed
the way that we delivereducation to our students.
You know, even talking aboutputting some of the curriculum
(13:00):
online, you know, and you putcoursework online and they can
access lectures 24-7.
You know, very different thanpen and paper or you know, the
chalkboard and taking notes.
It's transitioned.
Speaker 1 (13:13):
And that's a good thing, I think, because then
you've got standardization, andthat's what we always look for,
is standardize everything.
So you're saying here's apractice in Phoenix and they're
doing the same thing as apractice in New York.
And you know, getting doctors tofollow something is a very
difficult thing because each onehas their own idiosyncrasies,
(13:35):
but once they find out somethingworks, then they come back to
it again, and so it makes usmore standardized process.
My last question, orobservation, I guess I'd say, is
when you were up for dean, oneof the biggest supports, or two
people, two different groupswere supporting you.
One was the faculty, which wasunderstandable because you're
(13:57):
part of the faculty, but thestudents students hardly ever go
out and support the new dean.
But you had that rare you knowthing happening to you.
Why do you think they werehappy to support you?
Speaker 2 (14:10):
You know, doc, that's a really good question and I
have to say that there's onething, there's three things
actually, not one thing, threereally important things that
drive me every day when I climbthe hill at Logan, and that is
obviously doing right by ourprofession and making sure that
everything that goes on duringthe day supports what we do as a
(14:34):
professional, as a chiropractor, and does good for the public.
The other piece is really trulymaking sure that our students
have the best educationalexperience they possibly can,
and I absolutely love thestudents that come into Logan
and I love our faculty and Iknow that sounds a little bit
cheesy in that aspect, but thestudents are the future of our
(14:56):
profession and I always tellthem someday I'm going to want
to retire and I hope thatthere's somebody out there that
can do it better than me, and Ihope that wishes for every
single student that graduatesfrom Logan, and that's how I
start every single day.
Speaker 1 (15:14):
Well, it worked because the students were right
behind you, hoping that youbecame the dean and, by the way,
I know you well enough to knowthat you can be a hard ass too,
and that's another side of thedean.
But it straightens people out.
(15:34):
But, as my wife will tell you,I say how do you get by with
being tough like that?
And she says I'm fair.
And she said that's why Chrisdoes really well, because she's
fair.
Speaker 2 (15:39):
So Thank you, I appreciate that very much.
Speaker 1 (15:42):
Well, we had a great time here At least I did.
And so Dr Chris Petrocco, theDean of Logan University, thank
you for coming and reallyenjoyed it.
Speaker 2 (15:52):
Well, thank you so much for having me, and I hope
we can do this again.
Speaker 1 (15:55):
Yes, absolutely Sounds great, Thank you.
Hello, my name is Dr Arlen Foer.
I'm the chairman and founder ofActivator Methods International
.
We want to welcome you to theActivate your Practice podcast
today and we're very fortunatebecause we have the Dean of
Logan University as the guesttoday, dr Chris Petrocco.
Chris, welcome.
Speaker 2 (00:24):
Thank you so much, dr Ford.
It's truly an honor and I'm sograteful to be here with you
today, well you know, you're thefirst woman dean of Logan
University and that's quite anachievement.
Speaker 1 (00:36):
And, by the way, dr Petrocco is a double doctor,
she's a chiropractor and shealso has a doctorate in
education.
So we're really proud of herand she does a great job at
Logan, and I'm fortunate thatI'm going to be able to ask her
a few questions today.
And I would like to start withhow do you see the future of the
profession from an academicstandpoint?
Speaker 2 (00:59):
So, doc, that's a really great question.
And you know, when we thinkabout the individuals that we
serve the public, that we servethe students that we're training
to serve the public, I see theprofession growing in a sense
that it becomes more diverse inthat population we're serving.
And when we look at what weneed to be doing as
(01:21):
practitioners and how we'regoing to grow in that aspect,
you know that's looking atdifferent environments to work
in.
You know how well are weserving that geriatric
population, how well are weserving the women of the public
and the children and are weworking functionally in
interdisciplinary care and howcan we collaborate better and
(01:43):
stronger with differenthealthcare providers?
So I really see the professionmoving in that direction that we
start to treat and care for allof those different populations
in a much better way than wehave in the past.
Speaker 1 (01:59):
I heard you say integrate and I think that's a
good word because I think thechiropractic profession has
grown enough that we canintegrate.
And I know your husband happensto be a VA physician and I
started the VA chiropracticprogram here in Phoenix and it
allowed us to work integratedinto the medical profession.
(02:19):
And you know what I found outand I'm asking you the same.
I found that they were veryaccepting and as long as we did
our job and kept our recordsclean and worked with them, we
had no problem.
Is Jason finding the same thing?
Speaker 2 (02:33):
And I think that's true Collaboration right, yes.
And really being collaborativewith those providers.
And you know, one of the bigthings that I think happens
frequently is that we forgetthat other providers aren't
trained the same way that we areand so often they don't
recognize what we do and how wedo it and how we can support the
patients that they're trying tocare for as well.
(02:55):
And so, you know, practitionerstell me all the time oh, chris,
you know, I have a GYN in mytown and they know exactly what
I do and I say, but do they?
And you know we for so longforget that that education piece
for those providers is just asimportant as it is for our
patients, so that theyunderstand how to care.
(03:16):
And you know, doc, you saidsomething else about working
collaboratively withpractitioners.
Working collaboratively withpractitioners, and you know
we've talked about so long theopioid crisis in our profession
and how patients are utilizingopioids across the US.
This is not a new conversation,not only for our profession but
for all of the differentpopulations.
But the piece is when you thinkabout the other providers.
(03:39):
They were trained in thatmedical model and so they were
trained to write a script.
They were trained to givemedical model, and so they were
trained to write a script, theywere trained to give a drug, and
often they struggle with if Ican't do that, then what's the
next step?
Speaker 1 (03:53):
Very good point.
I remember one day I wasstanding in the coffee line this
was several years ago and thehead of rheumatology walked up
behind me and said Hi Arlan, howare you?
And we're talking.
And he said I hope you guysnever leave.
And I said what do you mean?
And he said well, he says youknow, we're only allowed to give
so many class four narcotics,and then we don't know where to
(04:14):
go.
So he said this way, we justsend them down to you.
And so I said we're the dumpingground.
And he started laughing and hesaid well, kind of.
I said well, kind of.
But I said well, what did youfind out happens when you dump
them on us?
Well, he said, you know whatMany of them get well, and he
said so please never leave.
And, by the way, you were right, I had to give him a lecture to
100 MDs to show them what wewere doing, and afterwards they
(04:38):
were very happy to ask questionsand they just didn't know.
And so you're exactly right.
Speaker 2 (04:45):
And I think it goes.
Interestingly enough, I was apart of a group that worked on
collaborative care with a paingrant that we received in the
past, and there was a group ofproviders that came together and
would talk about case studiesand how do we prepare students
and how do we prepareprofessionals to work
collaboratively together.
(05:07):
And there was a hematologistthat was on this group and we
started talking and she wastalking to me about a sickle
cell patient that she had andshe said I never really thought
about complementary andalternative choices for pain.
And she talked about how theadolescents she was treating
with sickle cell would have somuch pain and she couldn't treat
(05:32):
them in a way that wouldalleviate all of their pain.
And so talking about not justwhat we do as chiropractic
because we know that there'ssome contraindication for
patients with sickle celldepending upon what their blood
levels look like and those sortsof things but looking at other
complementary things like musictherapy or acupuncture or
mindfulness, like music therapyor acupuncture or mindfulness,
(06:01):
and thinking about mindfulnessand whole health is another
avenue that our professionreally needs to be thinking
about because that is becomingpart of future mainstream health
care.
Speaker 1 (06:06):
You know, when I was just starting there was kind of
a thing going around that womenwhen they graduate they never
last more than seven years inpractice because they got
married and had children andthen they were out of practice.
Do you think that's holdingtoday, or do you think we got
new numbers?
Speaker 2 (06:21):
I think we have new numbers.
I don't know what those numbersare, but you know, when we look
at student enrollment, forinstance at our institution, we
recognize that there are morewomen entering into the
chiropractic profession thanever before.
You know, I often tell thestory of when I entered into
chiropractic college I'm goingto date myself, you know, early
in the 2000s, and we had theadmissions counselor very proud
(06:44):
of saying there's 20 women inthis class.
And you know me thinking backon that, thinking wow, that was
such a small number in a classof 120 or 130.
And we're watching our numberschange at our institution and
again, we're not only justseeing that in the enrollment
side of students but also inleadership.
Speaker 1 (07:07):
Yes, and it seems to me, as I've observed this whole
thing, that the glass ceilinghas been broken, if you will,
and so women are rising.
I mean, look, activator has aCEO that's a woman, so we've
been way ahead of the game.
But I see women, and, forexample, I noticed it in Europe
(07:30):
first, and there are 60, 40women, and so that's where it
really became obvious.
So come back here.
And so what do you think?
Do you think there are morewomen than men now enrolled?
Speaker 2 (07:49):
Definitely we are seeing that enrollment trend
changing, especially in theprofession.
You're seeing many more womenstep into academic leadership
roles and really wanting to movethe momentum of the profession
forward as a contributor.
Speaker 1 (08:04):
I've seen, you know several.
I can think of one right now,mctimoney College, and she has
four different universities infour different countries and I
think she's a disruptor.
I call her because she's doinga good job of disrupting the way
education is being done.
Do you think that's happeningin the US?
Speaker 2 (08:21):
I do think so.
I do think so, and you know, Ithink that for so long,
chiropractic has moved alongincrementally, and now we've got
many new thought leaders andperspectives, regardless of race
or gender or ethnicity, and thediversity that's being brought
(08:44):
to the table is much moresignificant than it was in the
past.
Speaker 1 (08:48):
What's the big changes you see in the academic
world?
Speaker 2 (08:52):
So the big changes you know being seen in the
academic world is really trulyserving our population of
students.
You know we've got greatdiversity in our population of
students.
We're starting to have muchmore diverse leadership across
the profession and all of thosereally coming together are
really shaping and forming howwe're changing.
Speaker 1 (09:14):
What's the biggest innovation you see in
chiropractic education?
Speaker 2 (09:18):
You know and you bring a really good point about
innovation, doc.
You know innovation.
Our students are wanting to seemuch more technology.
They're a much morecontemporary mindset
practitioner as they're enteringinto programs and Really
thinking about the delivery ofour education.
Right, and how are wedelivering curriculum and
(09:40):
content?
No more is going up to ablackboard and using a piece of
chalk.
The delivery method thatstudents are needing, wanting
and desiring and training thatpractitioner of the future
becomes much more important andthe level of technology and
innovation is also reallyimportant to our programs.
Speaker 1 (10:01):
Well, you know, logan was one of the first to adopt
the digital training like we puttogether in Activator and my
wife, you know she's astrategist and she said you're
going to have to do thisdigitally because one she said
you're getting old.
So she said you've getting old.
So she said you got a lot ofexperience and you need it.
It took, by the way, it took usthree years to digitize
(10:24):
everything that we had learnedover 55 years, and she was right
that we were able to get thisacross.
And then the pandemic hit andLogan didn't miss a beat because
all of their stuff wasdownloaded on their kid's
computer and they took them homeand they continued right on.
And that was a hard thing toget across to the academic
community because they didn'twant to lose their jobs, quote
(10:44):
unquote.
But if they had thought aboutit much, they could use that
technology and their job is safe.
All they have to do is helporganize it and get it out to
the students and it wouldn'thave been any loss to them at
all.
Speaker 2 (10:57):
And Doc.
I think that's such a greatpoint about innovation and
technique right what Activatorhas done for programs,
especially training individualsin Activator methods.
You know the student inparticular has that opportunity
to go through that virtualtraining and then be reinforced
(11:17):
in the classroom with thathands-on technique and skill and
that really changed theparadigm of how you can deliver
technique and verify competencyin students.
And I think that competencypiece it goes right along with
safety.
Speaker 1 (11:34):
Well, and it's a blended program, as you say.
You know they can and you knowwe found out because we had 150
instructors one time and we sawthere was variation as much as
we tried to stabilize it.
But with digitizing it it comesfrom me and I'm the one that's
saying it and if it's a mistakeit's mine, and we were able to
get it standardized then, and sothen the college instructors a,
(11:56):
and so then the collegeinstructors.
A kid would raise his hand andsay that's not what it said, and
you know they'd have to gocheck it and come back and say I
made a mistake and it was goodfor them also.
So I think you're right, it's areal innovation.
What do you see on campus todaycompared to when you went to
school?
Speaker 2 (12:15):
So you're asking me to date myself again, huh.
So you know it is reallydifferent.
I often tell students whenthey're coming into chiropractic
college I'm very jealous.
And I'm jealous because youknow there's all this new
technology.
We've got the four sensingtables.
You know you mentioned yourinnovation with Activator and
how they can train in a virtualtype setting and then be
reinforced in the classroom.
You know there's the anatomagetables that we have on campus
(12:39):
that we never had as students,and so all of these really
unique contemporary technologyreinforcing all of that
curriculum.
It is really really fantasticand you know it's really changed
the way that we delivereducation to our students.
You know, even talking aboutputting some of the curriculum
(13:00):
online, you know, and you putcoursework online and they can
access lectures 24-7.
You know, very different thanpen and paper or you know, the
chalkboard and taking notes.
It's transitioned.
Speaker 1 (13:13):
And that's a good thing, I think, because then
you've got standardization, andthat's what we always look for,
is standardize everything.
So you're saying here's apractice in Phoenix and they're
doing the same thing as apractice in New York.
And you know, getting doctors tofollow something is a very
difficult thing because each onehas their own idiosyncrasies,
(13:35):
but once they find out somethingworks, then they come back to
it again, and so it makes usmore standardized process.
My last question, orobservation, I guess I'd say, is
when you were up for dean, oneof the biggest supports, or two
people, two different groupswere supporting you.
One was the faculty, which wasunderstandable because you're
(13:57):
part of the faculty, but thestudents students hardly ever go
out and support the new dean.
But you had that rare you knowthing happening to you.
Why do you think they werehappy to support you?
Speaker 2 (14:10):
You know, doc, that's a really good question and I
have to say that there's onething, there's three things
actually, not one thing, threereally important things that
drive me every day when I climbthe hill at Logan, and that is
obviously doing right by ourprofession and making sure that
everything that goes on duringthe day supports what we do as a
(14:34):
professional, as a chiropractor, and does good for the public.
The other piece is really trulymaking sure that our students
have the best educationalexperience they possibly can,
and I absolutely love thestudents that come into Logan
and I love our faculty and Iknow that sounds a little bit
cheesy in that aspect, but thestudents are the future of our
(14:56):
profession and I always tellthem someday I'm going to want
to retire and I hope thatthere's somebody out there that
can do it better than me, and Ihope that wishes for every
single student that graduatesfrom Logan, and that's how I
start every single day.
Speaker 1 (15:14):
Well, it worked because the students were right
behind you, hoping that youbecame the dean and, by the way,
I know you well enough to knowthat you can be a hard ass too,
and that's another side of thedean.
But it straightens people out.
(15:34):
But, as my wife will tell you,I say how do you get by with
being tough like that?
And she says I'm fair.
And she said that's why Chrisdoes really well, because she's
fair.
Speaker 2 (15:39):
So Thank you, I appreciate that very much.
Speaker 1 (15:42):
Well, we had a great time here At least I did.
And so Dr Chris Petrocco, theDean of Logan University, thank
you for coming and reallyenjoyed it.
Speaker 2 (15:52):
Well, thank you so much for having me, and I hope
we can do this again.
Speaker 1 (15:55):
Yes, absolutely Sounds great, Thank you.
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