January 16, 2024 • 43 mins
Get ready to ignite your passion and elevate your spirit, because we're launching the second season of HTM on the Line Podcast, and it's going to be a groundbreaking journey! To set the stage for an unforgettable season, we're honored to welcome Dr. Jeff Smoot, an esteemed figure in Healthcare Technology Management (HTM). From his early days fueled by a childhood fascination with bioengineering to his transformative work in cardiac IT, Dr. Smoot's path is a testament to the power of curiosity and lifelong learning. At MiraCosta College, he's not just teaching; he's sculpting the future of HTM, blending life lessons with technical competence. His unique approach of 'relaxed intensity' and the emphasis on real-world experiences prepare students for more than just a career – they're being groomed for excellence in high-stress healthcare environments.
As we explore Dr. Smoot's journey, his insights, and his unparalleled success in guiding students to a 100% graduation rate, we uncover the essence of adaptability, continuous learning, and the impact of hands-on experience in the ever-evolving field of HTM. So, tune in, get inspired, and discover the roadmap to making a significant mark in the vital industry of healthcare technology management.
This podcast is sponsored by The College of Biomedical Equipment Technology. You can find out more information about this outstanding institution at CBET.EDU.
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Episode Transcript
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Speaker 1 (00:01):
Get ready to ignite your passion and elevate your
spirit, because we're launchingthe second season of HTM on the
line podcast.
We're honored to welcome theinspiring Dr Jeff Smoot,
illuminary and HealthcareTechnology Management Discover
out his childhood curiosity andbioengineering evolved into
(00:25):
groundbreaking contributions incardiac IT At Miracosta College.
He's not just teaching fortransforming lives, blending
technical skills with real worldscenarios.
As we explore Dr Smoot'sunparalleled success and guiding
students to a 100% graduationrate, we uncover the essence of
(00:50):
adaptability, continuouslearning and the impact of hands
on experience in theever-evolving field of HTM Tool.
It now for a whirlwind ofinspiration and innovation in
healthcare technology management, jeff, welcome to HTM on the
(01:13):
line.
How you doing today, sir Greatgreat, great Thank you for
having me, man.
it's been a long time since wegot on here, man.
It was 2022 last time we talked.
Speaker 2 (01:23):
Yeah, you mentioned that.
I thought it was.
It seemed like for so many timeflies, you know, I thought it
was man, it was so many nights,but dude said 2022, I'm like wow
.
Speaker 1 (01:33):
Before we get deep into the questions, how about
you share with us your journeyinto the healthcare technology
management industry and whatinspired you to enter this field
?
Speaker 2 (01:45):
Wow, okay, sir, you talking about going back.
Okay, so that's what I wasjumping over, because those that
can remember, I'm dating myself.
There was this program calledthe $6 million man and I wanted
to originally get intobioengineering through
artificial limbs and internalorgans and different things like
that.
So I was always kind ofinterested in it.
How about?
(02:06):
I didn't know this fieldexisted and what happened was
that by chance I wound up goingto school for bioengineering,
found out I really didn't likeit, and those doctors that
basically do the artificiallimbs and things like
researchers, phds, mds anddifferent things, you know, they
came out with this thing calleda Jarvik 7, which was like the
(02:28):
first one, you know, in Utah,and so that's why I kind of
sparked the interest.
But as time went on, Ibasically got into the Navy
Reserves and they had a programcalled ramp which they basically
would take you you send you toregular civilian school and to
basically get a associate'sdegree, and I picked bio medical
(02:50):
engineering, which is whatbiomedical technology, because
that's what I wanted to do.
So I got into it and it wasabout 1988 actually, you know.
So I was a reservist and got mytraining kind of like civilian,
but I was still serving time inthe Navy and had that
designation and so from there Ijust started just to kind of
like grow, and that was inChicago and that's where I'm
(03:11):
originally from.
Later on, I moved down intoAtlanta, georgia, right before
the Olympics and started workingfor a healthcare system down
there.
And you know I was excited togo back to school for my
bachelor's degree and I startedI was in IT and what happened
(03:31):
was that basically, they werestarting a new cardiac program,
cardiac IT, a BACS and so, bychance, I was kind of like
thrown into that a Thresden adnot thrown into it, but thrusted
into it.
And there was a blessing in thesky because that's where I
really got my PACS and IT andstarted kind of going to
different avenues of biomed anddifferent things and still
(03:53):
associated with biomed, ofcourse, but I was just doing
some more things like withcardiology and specializing in
that.
And then, you know, fastforward kind of school went on
and in 2018, I had theopportunity basically to start a
program in Maricosta College inCarlsbad, california, and they
(04:13):
looked for an instructor.
I heard and I got you know,having a just interview, and
they said we want you and nowyou just have to create the
program, because we don't haveanything.
So and that's who fastforwarded where I'm at now.
2018 was when it started, andso I've been there ever since.
You know, took a break for alittle bit, but I came back, and
so I enjoyed it.
Speaker 1 (04:35):
Maricosta, that's where you say you're teaching
biomed program.
Is it an associate program?
What type of program you'reteaching?
Speaker 2 (04:44):
What's the certificate program?
And this is one of the onlyprograms I know of.
That might be more now, but itis basically funded by the
Department of Labor Back.
President Obama created theAmerica's Promise funding, which
was to get America's backworking in different things, and
so that's where pretty much thefunding came from.
(05:05):
And the person who kind of likeran into Linda Kaurakawa, which
I'm giving her a price she wasbasically the one that started a
program with the advice of Tonyloudly and Mimi loudly Some of
you all know them and theybasically mentioned the
biomedical program and she waslike really, so she looked into
it and that's kind of like howthe program started.
(05:27):
So it's a 16 week program.
I'm the only instructor and Ibasically take them through from
electronics, anatomy andphysiology to medical equipment,
to going to the Etovus Triangle, I go into bio potentials, all
different types of things, andbasically to get them trained as
BMAT ones.
So it's about 440 hours total,which is equivalent to like an
(05:52):
associate degree in hours.
But all they're getting duringthis 440 hours is strictly
bio-med.
So that's kind of how theprogram works.
Speaker 1 (06:02):
And it's like you're inside my head.
You answered my next threequestions without me even asking
.
Speaker 2 (06:08):
Sorry.
Speaker 1 (06:09):
That's fine.
How would you describe yourdemographic makeup of your
program in terms of thestudents' age, gender and, I
guess, diversity among thestudents?
What is that like?
Speaker 2 (06:24):
So I would guess probably the average age is
probably about 30, I would sayso you have some that are older,
some that are younger, majorityof course male, but women are
starting to get more into it,which is great.
The range as far as educationlevel ranges from a stay-at-home
(06:48):
mom who's been there for 20years who wanted to get in the
bio-med to a ex-orthopedicsurgeon a couple of cohorts I
had to go.
So ex-orthopedic surgery was inthe program.
She got out of it years agobecause she wasn't like what she
really liked and she sat in myclass and went to the program,
(07:11):
which was interesting because itwas got a pressure decision
where.
That's where I really knew howmuch old point I was to
different things in medicalbecause she's ex-orthopedic
surgeon.
So it was pretty good.
It's great to finally see that.
So it varies, but I would saythe majority of I've personally
(07:33):
trained there's been about 170that's total went through the
program.
I've trained about 106 of themthrough the Maricosa program.
So very fortunate to changepeople's lives and this is all
different types of makeup.
It's amazing really, with justthe tracks I had a gentleman who
came from Philadelphia thispast cohort so he basically saw
(07:56):
the program online.
He was an automotive, butcouldn't do that anymore and he
packed up everything and was inthe Airbnb and hotels for 16
weeks and now he's in Cincinnati.
He's working as a biomass.
So just talk to him earlieractually, actually, so so yeah.
Speaker 1 (08:14):
So that's kind of like the makeup.
Wow, that's great man.
Now just for our listeners,just in case explain you said
cohort.
What does that mean?
When you say cohort?
I know what it means, but Iwant you to explain it to our
listeners.
When you say cohort, referringto your class, yes, the cohort
is basically the class.
Speaker 2 (08:33):
I mean cohort 12, starting January 22.
So class 12, class 11, class 10.
So we just use cohort insteadof just class.
So it's the 12th class ofbiomedical technicians.
Speaker 1 (08:50):
Wow, so you say you've graduated 106.
So what would you say yourgraduation rate is for your
program?
Percentage.
Speaker 2 (08:58):
So my graduation rate is 100%.
Speaker 1 (09:00):
Really Everybody that started always finished.
Speaker 2 (09:03):
Yes, they always finished, you know, I haven't
had any to drop, any to quit.
Speaker 1 (09:07):
Oh, that's great.
Speaker 2 (09:10):
Yeah, and this is good.
I try to give them life lessonsas well as Biomed.
So you know, they have anexperience, but they have things
to take a take with them andapply just after a couple of
life, you know.
Speaker 1 (09:21):
So that's what I try to do, so I'm interested, ok so
we're on cohort 12, you said, Ithink, or yes, sir, yeah.
Now what would that first dayof class be like for your cohort
12?
Coming into the classroom, howwould you greet the kids?
Well, students, because they'reprobably not kids.
Speaker 2 (09:42):
Yeah, so the first part of the.
You know they intro themselves.
How did they get in the program?
How did they hear about theprogram you know, you know told
them about it, or how they foundout.
Once we get through with thatpart right there, then then I
give them the final test.
Speaker 1 (10:03):
On the first day.
Speaker 2 (10:04):
The first day I give them a final test.
You know, and of course theydon't know it, you know.
But I want them to realize thatthey don't know, that we kind
of drops the guards downsometimes, you know, or a lot of
times it does, because you knowthey can always look at them,
remember that test they got, youknow.
I give them probably threepoints for their name and
(10:27):
probably three points for thedate.
Speaker 1 (10:29):
So Now let me you have your case there.
I think you said it was a sixmonth program.
Speaker 2 (10:39):
No 16, week Six.
Speaker 1 (10:41):
OK, four month program.
So now in those four months, doyou kid?
Do your students have any handson training with, like maybe
some medical equipment in yourclass?
So what's in your classroom?
Speaker 2 (10:54):
OK, so in my classroom I have I have monitors
, test electrical safetyanalyzers, I have deep field
analyzer, ekg simulation,patient simulators.
So I have test equipment tosend there.
I've been fortunate with thatand I also have different
equipment that's been donatedand bought.
(11:17):
You know, patient monitor tothree defibrillators, small
surge of stat ESU piece ofequipment.
So I have kind of like a goodvariety of it.
You know a good variety of EKGmachines.
Also Mach 5500s, light sources,alleris, pumps, have a you know
(11:40):
a little range of things thatcan basically learn on, and so
when I basically get them in Itry to because we have in this
program.
Let me back up a little bit.
This program basically has aninternship to say collaboration
with some of the hospitals.
You know UCSD scripts where thestudents are going to do 120
hours of internship.
(12:01):
You know, under another bio midof course, the hospitals
accepted programs pretty wellestablished and so they pick
their days kind of like whenthey could go in, because the
program is Monday, tuesday,wednesday, so Thursday and
Friday they can go to one of thehospitals and do an internship
for 120 hours.
So it's imperative for mebecause what I wanted to do was
in the beginning I used to putthe internship at the back end
(12:23):
of the program when they werealmost finished, and they do an
internship, but that didn't givethem an opportunity to come
back and ask questions or talkabout different things they
experienced.
So I now, within the firstprobably six weeks, five weeks
they're going to be doing it,they're going to start the
internship.
So it's imperative that thebeginning and this is basically
(12:45):
to kind of like capture yourinterests, because I've given
them the final test the firstday they're probably within that
week I'll have them doingsomething like teach them how to
wire plug you know, electricalsafety, how to wire plugs, so
that I have plugs that they canwire and learn how to do that.
And this is something that I'llemphasize as time goes on, you
(13:08):
know, instead of just doing itone time, they're doing it all
during the cohort and so they'reable to get exposed really to
like the first week of classthey actually are doing
something to the bio med.
Speaker 1 (13:21):
What are the key skills first that you really
maybe teach them, that youreally focus on?
If you can name a few of them,Okay.
Speaker 2 (13:30):
So if I'm talking about soft skills, okay,
communications, you know how totalk.
You have to have an even temper.
You got to.
Really, you know bio meddepends on where you're at.
It could be stressful.
Well, probably anywhere you'reat in bio med it has its moments
Okay.
So I try to teach them andemphasize about having an even
temper.
You know, don't panic, you knowit's going to.
(13:51):
You know, when we go to thesesite visits which we do, there's
a lot of equipment in the shop.
You don't have to knoweverything the first day, okay,
because sometimes they get inthere they kind of overwhelm.
So I kind of teach them.
It's all in time, take yourtime.
You know learning.
But as far as the actual skillsin bio med, I emphasize, there
(14:13):
are no tests equipment becausemonitors can change everything.
But you'll know how to doelectrical safety.
You know how to hook up apatient simulator, you know.
And so that's one of the thingsI really, because it's training
for entry level B-Met once, andso I'm not getting into
anesthesia, I'm not getting intoventilators, because entry
(14:33):
level they're probably more thanlikely not going to be touching
that for a few years.
So my key emphasis is you'llknow test equipment.
If you don't know anything else, you're going to know test
equipment, and so that's what Iemphasize all during the program
.
Pretty much that.
Speaker 1 (14:48):
Okay, now you mentioned that you've been doing
this, for this would be likeyour 12 class that you're doing,
or the 12 class in the programperiod.
Speaker 2 (14:57):
The program I personally did.
This would be my eighth eighthclass I personally taught, but
it's been 12 total.
Speaker 1 (15:05):
The HTM industry is evolving and changes every day.
How, in particular, would yousay that your program probably
have evolved from the firstcohort you had to the eighth
cohort?
What would you say?
Maybe have been someadjustments you've made in how
you instructed your class.
Speaker 2 (15:26):
Okay, well, one of the first adjustments I made was
when I first started in cohortone.
You know, I'm old school so I'mused to, you know, look up
something, get your laptops out.
And you know, let's look upsomething, you know whether it's
a test procedure, servicemanual, whatever.
And they popped out their cellphones.
I was like, well, you know, putyour cell phones up, we're not
(15:49):
gonna be doing it.
You know, there's nothing withthe cell phones.
They said, well, Dr Smoot, thisis how we look up things on
cell phone.
So I had to have a paradigmshift in my teaching, because
I'm used to, you know, get on alaptop, get on the computer, you
know, and they like, no, we cansee everything on that small
writing, and so that's what they.
So that's one of the shifts Ihad to do.
(16:11):
Another shift is it, as timegoes on, because I basically I
do outside of teaching, I do alot of research and reading and
I'm in VR and augmented realityand artificial intelligence.
Then I have to kind of like,now start adapting the program
to where it's addressing thosetype of things.
Okay, because that's whatthey're gonna be exposed to
(16:33):
Really getting the IT teaching,my IT and the basics.
You know how to ping commandprompt, how to basically kind of
troubleshoot, see ifsomething's on the network,
different things like that.
So they will at least know howto speak the language you know.
So when they need to put a EKGmachine on the network and I say
to IT, give me those numberthings, you know, that means I,
you know it's called an IPaddress, you know.
(16:54):
So I try to give them theknowledge to where they can at
least speak the language to besuccessful in a bio-med career.
So that's what I do.
So I had to change and it'sconstantly evolving, you know
it's constantly evolving withdifferent things.
It's different things I readabout and integrations and all
types of.
So it's I'm always trying to,you know, to evolve and get them
(17:17):
involved in things that's gonnabe in the future too, you know.
So I've introduced in VRheadsets.
So now they do a module in VRheadsets, you know, and so it's
been an ongoing thing, and so itgets to a point sometime where
the 16 weeks is packed, you know, with stuff and so they get a
chance to experience some things.
Speaker 1 (17:40):
Explain what you mean by they get exposed to VR
headsets, which I'll watchvideos, or how do you expose
them to the VR headsets?
Speaker 2 (17:48):
Well, I've been fortunate to have a to do some
storyboarding and some creationof some of the test models, some
of the modules, but in VR lab,and so that's where the VR
headsets come from.
Inside of those there'sdifferent modules for doing a PM
on a DFIP EKG, machine, suctionregulator, different things to
(18:08):
whether the students could puton the headsets and be immersed
in that world.
And it takes them through howto do a Medrat injector, whether
you take loose and you have twohandpieces and you're actually
immersed in it just like you'rein the room and you're actually
taking apart, unscrewingdifferent things, and so this
way they're getting exposed tothat and now they can physically
(18:29):
go and they can do somethinglike that, you know, cause
they've kind of like got the PMdown for doing it.
So of course it's never a firsttime, but this is really
something for them to be able toexpose and to kind of see.
You know how a DFIP, how do youdo a PM on a DFIP, even though
we physically do it, but they'reable to see it in the virtual
(18:51):
world, you know, which is reallyhelpful.
Speaker 1 (18:54):
As your kids get close to finishing the program,
what type of advice do you giveto your students that can
prepare them for a career in HTM?
I know you mentioned some softskills.
What advice do you give to yourstudents to prepare them?
Speaker 2 (19:10):
One of the main things is that you don't know
everything You're going to.
You know.
You know people that know whatyou're trying to learn.
You know and so take your time,don't panic.
This is.
It can be overwhelming becauseof all of the equipment that
they feel like they have tolearn, but somebody that's
(19:30):
really seasoned, like you know,like ourselves, me and you we've
been in it for a while, so it'sover a period of time you learn
it.
So I teach them about you know.
Just, you know, take your timeand learn.
And you know, try to have aneven attitude.
I wouldn't say anger level,which you're not going to have,
(19:52):
but try to really become on ajob because you can.
You're going to deal withdoctors, you're going to deal
with nurses.
You're going to deal with, youknow, people that you know.
Some feel like they're God andthey're going to talk to you
anyway, but you got to have aneven gear.
You know, and that's the mainthing I emphasize to them.
I call it relaxed intensity.
(20:13):
You know, and that's one thingthey need to develop is a
relaxed intensity about whatthey do, because you can get
called up into surgery and yougo there and they in the middle
of a case and the monitor's out.
You know you got to be able todeal with that because they
expect you to understand.
You know they expect you to getit fixed and so I try to really
keep them, telling them to havean even temperament about
(20:34):
everything they do, you know.
Speaker 1 (20:36):
And I guess it has to be challenging in a way because
you have that years ofexperience.
So I guess you may have toalmost pull yourself back
because you might want to justkeep going on and then you find
yourself maybe going over thehead.
So I guess that takesdiscipline on your part when
you're teaching them, to keep itout of even keel so they can
digest it.
Speaker 2 (20:58):
I'm getting people that never touch a screwdriver
and in 16 weeks I got to getthem to buy them edge, you know,
entry level one.
And I mean some of them neverknow what a circuit is.
They don't even know what I'mtalking about, you know.
So I have to kind of tailormake my teaching to where
everybody gets it you know andnobody's bored, you know.
(21:21):
I guess that's the best way tosay it.
Wow, that could be realchallenging.
Speaker 1 (21:24):
If you have an orthopedic surgeon then you have
someone who never touched itand I'm more than sure, a lot of
your students probably goingthrough career changes.
So some may have a lot ofexperience in the working
industry but some may have zero.
So I can see where that mightbe a challenge because they
probably have different levelsof experience in life and as far
(21:46):
as technology or technical,that could be a challenge I can
see.
Speaker 2 (21:52):
Yeah, see, so I have to really.
Yeah, it's kind of like youknow, you got people that do
electronics, you got companiesmaybe, and they go on for
another career change and youknow, what I really get them at
is basically when I really starttalking about biomedical
equipment, because that's onething I know they don't know.
(22:12):
I know they don't know that, soyou know, no matter where they
are.
Orthopedic surgeon, yeah, theyknow medical equipment, but they
don't really know it like we doit, you know.
So I really you know, that'swhere it kind of like you kind
of rub a history board and theyhave to kind of submit to what
I'm teaching them, you know,because they don't know.
(22:33):
So it's a challenge but it'sfun.
I welcome the challenge all thetime.
So, yes, that's great.
Speaker 1 (22:41):
Now, you mentioned earlier about your site visits.
Could you speak more on whattype of site visits you were
speaking of that you do withyour kids, your students, right?
Speaker 2 (22:53):
Okay, so what we basically do is we had a couple
of hospitals UCSD in San Diego,we got Scripps, kaiser and their
nominee, gracious, has given usside visits and we all the
students, we meet there and theybasically show us biomass.
So, in essence, if there's like, say, for instance, 10
(23:15):
technicians in the shop, thenusually they break up in groups
and they just go and spend fiveminutes with each section.
You know, each area, you know,and the technicians talk about
it day to day and they can asksome questions and all types of
stuff.
You know.
The site visits basically forthe purpose for me personally is
, first of all, they get to seewhere biomass really is in
(23:36):
action, okay, the real situation.
Secondly, they get to askquestions and they see different
things and you know everybody'sgot different questions.
And then, lastly, they startseeing the equipment that we got
in the in the room whichsolidifies what I've been
teaching them.
You know, and we all you knowbiomass, always kind of thinking
(23:57):
like you know in the wholeindustry, and so they start
mentioning the differenttechnicians mentioned certain
things that I've said and allthey do is look back at me like,
yeah, he's right, you know,there's one thing when I'm
saying it.
But when somebody else issaying it and I didn't like you,
or Tell them, hey, say thishere and they just sit on their
own, they're really like, wow,hmm, and Dr Smoot, yeah, that's
(24:19):
correct what he said.
This person just said the samething, you know.
So it's really, it's reallygratifying and I tried to my
idea.
My goal is to have site visitsat hospitals and manufacturers
and maybe some, you know,third-party service so they can
see that there's, you know,biomass is just not in the
hospital.
You know you can do fieldservice, you can do bench repair
(24:43):
someplace.
You know, in a manufacturer youcan do different things.
So I try to really expose themto all that, because some people
not cut out for the hospitalyou know hospitals not for
everybody, you know and somepeople want to deal with all
that, so they can still kind oflike have the same appreciation
for the field but not have todeal with some of the things
that a hospital will present tothem.
(25:03):
So and we and occasionally,which has only been two classes,
last class and the second classwe had the opportunity to tour
the US Navy Hospital, ship Mercy, just here in San Diego, and so
that's really something whenthey see that they're really,
(25:25):
they're really amazed, you know.
So it's been great.
Speaker 1 (25:29):
Man, your program is pretty in-depth.
You pack a lot into these fewweeks, I would say, compared to
a regular barbed program.
And let's say this when itcomes to your kid students I
keep calling them kids man whattype of regulatory or ethics
compliance do you share withthem, because that's going to be
(25:49):
important for them also?
Speaker 2 (25:50):
Yeah, we talk about NFPA 99, we talk about HIPAA, we
touch our nose, especially NFPA99, you know, to my electrical
safety and different things likethat, because they I try to
always emphasize the origin ofdifferent things.
You know, and that's where,because if you kind of
understand how things areworking then you can see the
importance of differentregulations and different things
(26:12):
you know.
So I talk about electricalsafety and how that's very
important and you know why, howit started, you know, with good
old Ralph Nader had a tiny thingpresented and made it.
It didn't start but he basicallymade the awareness there.
And so you know, I try toreally emphasize the different
HIPAA.
You got to really watch HIPAA.
(26:35):
You got to watch your inhospitals.
You're going to see things thatyou know, that people don't see
.
You know, and it's importantthat you're ethical, that you're
, because, like I mentionedearlier, even keel, even
temperament, and you understandthat what you see there you
don't go out and talk about it.
You know and so you knowbecause that's it could be a
major issue, especially HIPAA,and it could cost you in the
(26:58):
long run.
So I try to really get into it.
As far as the regulations talkabout some ISO, talk about OSHA
and inspections, differentthings, the fortunate thing
about the program is they do getan OSHA 10 certification, so
that's included in the program.
So they come, osha, comes inand for two days they get them
certified in that and they get alean also lean certification.
(27:20):
So when they come out they havea company that's going to be a
company.
So when they come out they havea couple of little
certifications, you know, alongwith the certificate of biomancy
.
So so you know.
So I try to definitelyemphasize some of the
regulations and different things.
Speaker 1 (27:37):
We're getting close to the end of the program and
your kids are graduating.
Do y'all have like a graduationprogram for them?
Speaker 2 (27:45):
Yeah, we have graduation.
When they get close tograduation, of course they're
excited.
They don't know what to expect,you know, and I show up in my
cabin gown so they can see it,and so that is one thing is one
of the best parts of the program.
To me is a graduation, and Isaid I was going to do this and
(28:06):
I should have done this from thevery beginning.
This cohort I'm going to take apicture of them the first day.
I'm going to take the picturefrom the last day.
That's pretty cool.
See how much difference they'vemade.
You know that type of thing.
Speaker 1 (28:17):
So that's awesome, that's what we do.
And do you take pictures whenyou go to your site, business
and stuff like that?
Speaker 2 (28:24):
Yes, absolutely, that's right, man.
Speaker 1 (28:26):
You can do like a little slideshow graduation
video man.
Speaker 2 (28:29):
Yeah, that's what I need to.
Yeah, maybe I can help, maybe Ican help you with that, and I'd
be.
Speaker 1 (28:33):
Yeah, definitely it would be pretty cool at the end
from day one and throughout theprogram and things like that,
and you do some video.
That'd be a great little thingat the end of the year we could
put together for them.
That would be pretty great.
Speaker 2 (28:48):
Well, hold you to that.
Speaker 1 (28:51):
I got to keep one on you, man.
That way I have you always be adead to me, you know.
Let me ask you this when itcomes I know you're very active
in CMA Do you, do you exposeyour cohorts to the association
program?
Well, meetings, rather.
Speaker 2 (29:12):
Yeah, absolutely, I try to and it's.
It's great whenever there's,like you know, cma, of course is
doing a time, and that's one ofthe things I kind of like every
size to them, that they need tocome to a meeting.
I'm the vice president ofchapter San Diego, so I say
because I'm there, you're mystudents, you're on the show,
they're meeting, you know.
So that's one thing.
But there's a couple of timesI've been fortunate to where the
(29:34):
MD Expo has been in Pachanga,here in Temecula, and they went
there and that really locks themin.
The big CMA we're having,actually the 18th in Anaheim.
I've invited my students tocome there, even though class
starts that following Monday.
But whenever they see certainthings like this, they realize
(29:55):
the industry is much bigger thanwhat they even expected.
They had no idea how big it was.
But when they start seeingpeople, their, their future
colleagues and different things,they're like, wow, man, this is
a real, this is a real industryhere.
Then they start wondering howcome I ever heard about this,
just like everybody does.
Yeah, sure, well, I've heardabout this.
This is amazing, you know.
(30:16):
So that really locks them inwhen they come to some of those
events.
So I try to expose them as muchas possible.
If there's anything in the area, I try my best to get them to
come and different things likethat and that introducing the
people.
And they come to the meetingsthey get chance to meet local
bio man.
You know in the San Diego areaand they're really in.
I can't say enough about thebio man HCM industry from you to
(30:40):
you know the president, amy andDaniel, because there's support
I can.
It couldn't program, couldn'texist without a lot of support
from other people.
It would be very hard.
So I appreciate that support iseverything you know really.
Speaker 1 (30:56):
Man.
They don't realize howprivileged or blessed they are
to be able to go to anassociation.
Oh, I have my technicians thatwork with me never been to one.
I mean, we don't even have anassociation in Louisiana, so
just the fact that they can beexposed to that before they even
get into the industry isawesome.
I mean, that's that'scommendable, that you exposing
(31:18):
them to that.
That's also probably a greatteaching lesson when you get
back to class.
Speaker 2 (31:23):
So as time goes on in the program, of course they
become more and more interestedand they start in the beginning
they don't know where they cando it.
I don't know if I can do thishere.
It looks kind of.
But then they actually startsaying man, they actually start
believing that they could do itand I've been fortunate enough
to where they've gotten jobsbefore the program was even
ended.
Speaker 1 (31:43):
A month before they had a job.
Speaker 2 (31:45):
So that's been great, but to just expose them to it
it really makes a difference.
And that's why I say about anyprogram out there, if you can
get them to get the studentsgoing to a hospital, just to see
how it runs, what's going, youknow it really makes a big
difference in the.
It makes an impact on thestudents.
Speaker 1 (32:05):
You say, your graduation rate is 100%.
Speaker 2 (32:08):
What is your job?
Speaker 1 (32:09):
placement percentage for your graduates.
Speaker 2 (32:13):
It's a San Diego.
They don't want to leave SanDiego.
They want to, they want to,they want a job here.
You know, and I always emphasize, you got to start broadening
your rises.
You really get.
Get employed.
The ones that have reached outand have done that, it's really
a hundred percent, you know,because they get a job with no
problem.
But the ones that want to stayin San Diego wait for something
(32:33):
to happen.
You know they might be waiting,you know what I mean, because
there's only so many hospitalsin San Diego, so many bio-meds,
you know so so many bio-medsslots.
So I'm now emphasizing I havebeen emphasizing, but more than
ever, because the opportunity ismuch greater is to, hey, brown
your horizon, don't be.
You know, go get the experience.
You know.
(32:54):
You know, go someplace.
You know, even if you go to LA,you know, which is a hundred
miles, you're getting theexperience or something.
But just hoping you get a jobright down the street from your
house is, you know, I mean itcould happen.
But you know a lot of peoplewant that, you know.
So people who did one of thework, I say is easy, it's a
hundred percent, they get thejob.
(33:14):
They say, look, I'm going toget something.
They go, and I have people allover the country They've done
that.
You know the ones that want tosit in the home and want to wait
for something.
You know I say they don't workat all, so until something pops
up, you know, so that type ofthing.
But I always emphasize see,this is a 12 class, so you got
(33:34):
11 classes and looking for a jobright in San Diego probably
just like you, you know and soyou have to broaden your
horizons, especially now.
It's opportunities wide open inthe HCM industry.
It's wide open.
Speaker 1 (33:48):
I want to ask you some personal questions while I
have you here.
Smooth, I know you wereinvolved with your association
of CMI, but do you do any workwith other associations around
the country?
Do you have any involvementwith them?
Speaker 2 (34:04):
Well, yeah, some occasion I get invited to come
speak there.
You know speak in a coupleplaces, and this man was past
year.
I was in Omaha, nebraska, spokethere at the Heartland, it was
great.
I have something coming up in acouple of weeks in Ohio.
So occasionally I get invitedto come speak in different
(34:25):
places.
I've been on the board of theGeorgia Biomedical Society
Instrumentation Society ofG-Best for a couple of years and
then I kind of resigned fromthat because I'm here pretty
much a lot more than ever inGeorgia.
So so I get involved with otherassociations and anybody needs
help or wants to help or wantsme to do anything, I'm always
(34:48):
glad to help out.
That's another problem.
You know the industry is wideopen and so they need any type
of encouragement, help, advice,whatever.
You know I'm there for them.
Speaker 1 (34:59):
So right, that's commendable.
Oh, I appreciate your time, drSmooth.
It's always a pleasure talkingwith you and spending time with
you.
I look forward to spending timewith you next week at CMI,
hopefully, hopefully, you'llbless me with some time.
You know you're a popular guy.
But, in conclusion, I wouldlike for you to share some
(35:25):
advice, knowledge for not onlythe new ones in the industry.
But well, let's take them.
Since you deal with both sides,give some advice for someone
that's new, coming into theindustry first, and then give
some advice to someone that'sbeen in the industry.
What advice would you give them?
Speaker 2 (35:47):
Well, I would say, you know it's a HCM is a very
rewarding field, you know, andit's what you make it.
You come in and sometimesthings are repetitious, but
there's so many avenues that arebeing created daily to where
opportunities are going to existand going to grow and going to
be presented.
You know, and the thing is yougot to keep educating yourself,
(36:10):
keep striving, keep beingprepared, because when
opportunity comes, it's not amatter of you know if it's going
to come, it's when it's goingto come, and you have to be
prepared.
And so I always say keepeducating yourself, keep you
know, get in and try andgravitate towards something you
really enjoy, because that willpresent an opportunity for you
that you say how do I get inthis?
(36:30):
And it's just, you're ready forit, it presented itself.
So you just got to keepeducating yourself and just keep
learning.
I mean, it's it never ends asfar as learning, so keep going.
Speaker 1 (36:41):
Great advice.
And now for the season BioMedor HTN Professional, what advice
could you give to them?
Speaker 2 (36:51):
Well, I kind of like to say, on the back end of that
the season by way don't becomebored, because there's a lot of
different opportunities out here.
Because you have experience,because you have the temperament
to work in the hospital or workin the field, or been in the
field, or this field service,whether it's bench, whether it's
in the hospital or manufacturer, you are somebody that is in a
(37:16):
industry that is going to alwaysneed you Okay, and your
expertise.
And so don't be bored and don'tbe.
There's nothing here, becausewhen I first got in the industry
, I didn't intend on being inorder to retire.
I just want to do somethingthat, if I ever got to work for
somebody, I don't have to digditches and then run with that.
That's what you want to do.
(37:37):
That wasn't me.
And so fair 100, turning thefull circle, I'm back in it.
I'm still in it.
I'm back in it for now thanever before, because I only saw
it at the beginning me doing PMs, safety checks, income ins,
learn something, working in ahospital, but there's so many
other avenues that are beingcreated and when you get in
(37:59):
there, you're like, oh yeah,I've seen everything, but
there's so much out there, youjust got to just keep on
learning.
Keep on learning becausethere's a lot of opportunity,
because you do have theexperience.
A lot more doors open up foryou, great advice.
Speaker 1 (38:13):
Now this question just popped in my head while you
were talking Can you sharemaybe one or two success stories
from your cohorts that's beenthrough the program and out
there?
You mentioned that some alreadyhave jobs and are working.
Could you share one successstory?
I wonder when that this bitchis so proud about one of your
(38:34):
graduates?
Speaker 2 (38:37):
Let's see here, wow.
Well, I'm not going to mentionnames because I got a bunch of
case, but I have a.
There's one person, one younglady came out of my first cohort
and she basically just took anopportunity, kind of like in
Northern California, became good, she just stand for now.
(38:59):
I guess I gave it away becauseI said Stanford, but she's a
Stanford now doing well, shealso, but go ahead.
Yeah, I was like what's that?
But you know it's not theprogram, but that's one of
really.
You know she certified now soit's already out, but she is
doing well in the industry andthat's just one of.
(39:22):
I just said they're off the topbut they I have so many of them
G and University of New Mexicoand Albuquerque and Siemens and
I got them all over, so there'snot really that's just one of my
head on the top, but all ofthem are successful.
I'm proud of all of my students.
Speaker 1 (39:44):
And let me get you a little.
I'll share one I just sawrecently on LinkedIn and he was
mentioning how, when he got tothis account, they had a number
of broken beds and he made agoal to you know, you know where
I'm going with this.
You want to continue it.
You want to finish it?
Speaker 2 (40:04):
Oh yeah, but this guy came out of I can't remember
Corcoran 9 or something likethat, and he it's funny because
how he got the job he basicallywas like in class.
Somebody called him and hestepped out of the class and
talk and you know, he came backand I said so how did it go?
(40:25):
He said I think I got a job.
I said what do you mean?
The person talked to me andthey said, okay, everything's
good.
You know, you got goodexperience and I'm going to have
the person to call you and giveyou a job offer.
I said, yeah, well, youprobably got the job, you know.
So he went in and startedworking, doing these beds and
(40:46):
just learning just a sponge.
And, just like that story saidon LinkedIn, he had his goal
when he got in was to zero outthe beds and it took him.
He's been out about a year anda half, I think.
I think maybe two years, and heaccomplished that goal, you
know, and he was so proud, butthat was one that sat there and,
(41:08):
like man, I don't know if Icould do this.
You know, you know, and heactually he did it.
You know, he's doing he's, he'sknocking out the field, he's
killing it.
Speaker 1 (41:18):
And that's a true testament to your program,
because a lot of people hateworking on hospital beds and for
him to have that positiveattitude, to go in there and put
a goal before him andaccomplish the goal.
I was excited for him, honestly, so I know you probably was
bubbling over with joy.
Speaker 2 (41:37):
There's another guy, just kind of like that, who was
in the grocery industry for over30 years and he got through the
program, started working onbeds and he's, like you know,
the bed technician.
He's happy to be in the field.
Look, I'm as happy to be inthis.
So I don't.
I bet these groceries.
I mean 30 years man, I love itand I see him every time we do a
(41:59):
site visit show because heworks in one of the hospitals.
But it is really, you know,it's really gratifying to see
that.
Speaker 1 (42:06):
I don't understand the hate for hospital beds.
I mean, that's one of the mostimportant pieces of medical
equipment in the hospital.
Speaker 2 (42:16):
That in regards to what you say.
Speaker 1 (42:17):
I need problems Exactly.
Speaker 2 (42:19):
I need problems to be just like.
Everything gotta happen.
They gotta have beds.
If you got a house, why are yougonna not have beds?
What are you gonna do, Sam?
You gotta have beds.
Speaker 1 (42:30):
Well, I appreciate you, dr Smooth man.
Anytime you want to come backon, feel free.
The door is always open to youand maybe we can brainstorm and
maybe we can figure out somekind of way to get you, get one
of your kids, a couple of yourkids on one time, but never so.
I think that'd be pretty goodman admit way to the program and
see how they're doing.
Speaker 2 (42:50):
And we can, that's pretty good.
Yeah, it'd be real good.
You know, get some in the pastand the present man.
Speaker 1 (42:56):
That's not good man.
You can have like a littlemini-class reunion or something
like that.
Yeah Go, heart reunion.
Well, all right.
Well, thank you once again, Iappreciate you, man.
Until we meet again, take careof yourself, sir.
Speaker 2 (43:09):
Hey, thank you very much, and you keep doing what
you're doing.
You're doing a fantastic job.
All right, I listen to your.
I listen to your cast all thetime they see him on the line
and I always open them up in themorning.
I always play some of your.
He's gonna like a little toomany snippets of fantastic, and
then you're doing a great job.
You keep doing what you'redoing.
Speaker 1 (43:28):
I appreciate that, brother.
Speaker 2 (43:30):
We appreciate you out here, man so.
Speaker 1 (43:33):
Thank you, appreciate you, thank you.
Get ready to ignite your passion and elevate your
spirit, because we're launchingthe second season of HTM on the
line podcast.
We're honored to welcome theinspiring Dr Jeff Smoot,
illuminary and HealthcareTechnology Management Discover
out his childhood curiosity andbioengineering evolved into
(00:25):
groundbreaking contributions incardiac IT At Miracosta College.
He's not just teaching fortransforming lives, blending
technical skills with real worldscenarios.
As we explore Dr Smoot'sunparalleled success and guiding
students to a 100% graduationrate, we uncover the essence of
(00:50):
adaptability, continuouslearning and the impact of hands
on experience in theever-evolving field of HTM Tool.
It now for a whirlwind ofinspiration and innovation in
healthcare technology management, jeff, welcome to HTM on the
(01:13):
line.
How you doing today, sir Greatgreat, great Thank you for
having me, man.
it's been a long time since wegot on here, man.
It was 2022 last time we talked.
Speaker 2 (01:23):
Yeah, you mentioned that.
I thought it was.
It seemed like for so many timeflies, you know, I thought it
was man, it was so many nights,but dude said 2022, I'm like wow
.
Speaker 1 (01:33):
Before we get deep into the questions, how about
you share with us your journeyinto the healthcare technology
management industry and whatinspired you to enter this field
?
Speaker 2 (01:45):
Wow, okay, sir, you talking about going back.
Okay, so that's what I wasjumping over, because those that
can remember, I'm dating myself.
There was this program calledthe $6 million man and I wanted
to originally get intobioengineering through
artificial limbs and internalorgans and different things like
that.
So I was always kind ofinterested in it.
How about?
(02:06):
I didn't know this fieldexisted and what happened was
that by chance I wound up goingto school for bioengineering,
found out I really didn't likeit, and those doctors that
basically do the artificiallimbs and things like
researchers, phds, mds anddifferent things, you know, they
came out with this thing calleda Jarvik 7, which was like the
(02:28):
first one, you know, in Utah,and so that's why I kind of
sparked the interest.
But as time went on, Ibasically got into the Navy
Reserves and they had a programcalled ramp which they basically
would take you you send you toregular civilian school and to
basically get a associate'sdegree, and I picked bio medical
(02:50):
engineering, which is whatbiomedical technology, because
that's what I wanted to do.
So I got into it and it wasabout 1988 actually, you know.
So I was a reservist and got mytraining kind of like civilian,
but I was still serving time inthe Navy and had that
designation and so from there Ijust started just to kind of
like grow, and that was inChicago and that's where I'm
(03:11):
originally from.
Later on, I moved down intoAtlanta, georgia, right before
the Olympics and started workingfor a healthcare system down
there.
And you know I was excited togo back to school for my
bachelor's degree and I startedI was in IT and what happened
(03:31):
was that basically, they werestarting a new cardiac program,
cardiac IT, a BACS and so, bychance, I was kind of like
thrown into that a Thresden adnot thrown into it, but thrusted
into it.
And there was a blessing in thesky because that's where I
really got my PACS and IT andstarted kind of going to
different avenues of biomed anddifferent things and still
(03:53):
associated with biomed, ofcourse, but I was just doing
some more things like withcardiology and specializing in
that.
And then, you know, fastforward kind of school went on
and in 2018, I had theopportunity basically to start a
program in Maricosta College inCarlsbad, california, and they
(04:13):
looked for an instructor.
I heard and I got you know,having a just interview, and
they said we want you and nowyou just have to create the
program, because we don't haveanything.
So and that's who fastforwarded where I'm at now.
2018 was when it started, andso I've been there ever since.
You know, took a break for alittle bit, but I came back, and
so I enjoyed it.
Speaker 1 (04:35):
Maricosta, that's where you say you're teaching
biomed program.
Is it an associate program?
What type of program you'reteaching?
Speaker 2 (04:44):
What's the certificate program?
And this is one of the onlyprograms I know of.
That might be more now, but itis basically funded by the
Department of Labor Back.
President Obama created theAmerica's Promise funding, which
was to get America's backworking in different things, and
so that's where pretty much thefunding came from.
(05:05):
And the person who kind of likeran into Linda Kaurakawa, which
I'm giving her a price she wasbasically the one that started a
program with the advice of Tonyloudly and Mimi loudly Some of
you all know them and theybasically mentioned the
biomedical program and she waslike really, so she looked into
it and that's kind of like howthe program started.
(05:27):
So it's a 16 week program.
I'm the only instructor and Ibasically take them through from
electronics, anatomy andphysiology to medical equipment,
to going to the Etovus Triangle, I go into bio potentials, all
different types of things, andbasically to get them trained as
BMAT ones.
So it's about 440 hours total,which is equivalent to like an
(05:52):
associate degree in hours.
But all they're getting duringthis 440 hours is strictly
bio-med.
So that's kind of how theprogram works.
Speaker 1 (06:02):
And it's like you're inside my head.
You answered my next threequestions without me even asking
.
Speaker 2 (06:08):
Sorry.
Speaker 1 (06:09):
That's fine.
How would you describe yourdemographic makeup of your
program in terms of thestudents' age, gender and, I
guess, diversity among thestudents?
What is that like?
Speaker 2 (06:24):
So I would guess probably the average age is
probably about 30, I would sayso you have some that are older,
some that are younger, majorityof course male, but women are
starting to get more into it,which is great.
The range as far as educationlevel ranges from a stay-at-home
(06:48):
mom who's been there for 20years who wanted to get in the
bio-med to a ex-orthopedicsurgeon a couple of cohorts I
had to go.
So ex-orthopedic surgery was inthe program.
She got out of it years agobecause she wasn't like what she
really liked and she sat in myclass and went to the program,
(07:11):
which was interesting because itwas got a pressure decision
where.
That's where I really knew howmuch old point I was to
different things in medicalbecause she's ex-orthopedic
surgeon.
So it was pretty good.
It's great to finally see that.
So it varies, but I would saythe majority of I've personally
(07:33):
trained there's been about 170that's total went through the
program.
I've trained about 106 of themthrough the Maricosa program.
So very fortunate to changepeople's lives and this is all
different types of makeup.
It's amazing really, with justthe tracks I had a gentleman who
came from Philadelphia thispast cohort so he basically saw
(07:56):
the program online.
He was an automotive, butcouldn't do that anymore and he
packed up everything and was inthe Airbnb and hotels for 16
weeks and now he's in Cincinnati.
He's working as a biomass.
So just talk to him earlieractually, actually, so so yeah.
Speaker 1 (08:14):
So that's kind of like the makeup.
Wow, that's great man.
Now just for our listeners,just in case explain you said
cohort.
What does that mean?
When you say cohort?
I know what it means, but Iwant you to explain it to our
listeners.
When you say cohort, referringto your class, yes, the cohort
is basically the class.
Speaker 2 (08:33):
I mean cohort 12, starting January 22.
So class 12, class 11, class 10.
So we just use cohort insteadof just class.
So it's the 12th class ofbiomedical technicians.
Speaker 1 (08:50):
Wow, so you say you've graduated 106.
So what would you say yourgraduation rate is for your
program?
Percentage.
Speaker 2 (08:58):
So my graduation rate is 100%.
Speaker 1 (09:00):
Really Everybody that started always finished.
Speaker 2 (09:03):
Yes, they always finished, you know, I haven't
had any to drop, any to quit.
Speaker 1 (09:07):
Oh, that's great.
Speaker 2 (09:10):
Yeah, and this is good.
I try to give them life lessonsas well as Biomed.
So you know, they have anexperience, but they have things
to take a take with them andapply just after a couple of
life, you know.
Speaker 1 (09:21):
So that's what I try to do, so I'm interested, ok so
we're on cohort 12, you said, Ithink, or yes, sir, yeah.
Now what would that first dayof class be like for your cohort
12?
Coming into the classroom, howwould you greet the kids?
Well, students, because they'reprobably not kids.
Speaker 2 (09:42):
Yeah, so the first part of the.
You know they intro themselves.
How did they get in the program?
How did they hear about theprogram you know, you know told
them about it, or how they foundout.
Once we get through with thatpart right there, then then I
give them the final test.
Speaker 1 (10:03):
On the first day.
Speaker 2 (10:04):
The first day I give them a final test.
You know, and of course theydon't know it, you know.
But I want them to realize thatthey don't know, that we kind
of drops the guards downsometimes, you know, or a lot of
times it does, because you knowthey can always look at them,
remember that test they got, youknow.
I give them probably threepoints for their name and
(10:27):
probably three points for thedate.
Speaker 1 (10:29):
So Now let me you have your case there.
I think you said it was a sixmonth program.
Speaker 2 (10:39):
No 16, week Six.
Speaker 1 (10:41):
OK, four month program.
So now in those four months, doyou kid?
Do your students have any handson training with, like maybe
some medical equipment in yourclass?
So what's in your classroom?
Speaker 2 (10:54):
OK, so in my classroom I have I have monitors
, test electrical safetyanalyzers, I have deep field
analyzer, ekg simulation,patient simulators.
So I have test equipment tosend there.
I've been fortunate with thatand I also have different
equipment that's been donatedand bought.
(11:17):
You know, patient monitor tothree defibrillators, small
surge of stat ESU piece ofequipment.
So I have kind of like a goodvariety of it.
You know a good variety of EKGmachines.
Also Mach 5500s, light sources,alleris, pumps, have a you know
(11:40):
a little range of things thatcan basically learn on, and so
when I basically get them in Itry to because we have in this
program.
Let me back up a little bit.
This program basically has aninternship to say collaboration
with some of the hospitals.
You know UCSD scripts where thestudents are going to do 120
hours of internship.
(12:01):
You know, under another bio midof course, the hospitals
accepted programs pretty wellestablished and so they pick
their days kind of like whenthey could go in, because the
program is Monday, tuesday,wednesday, so Thursday and
Friday they can go to one of thehospitals and do an internship
for 120 hours.
So it's imperative for mebecause what I wanted to do was
in the beginning I used to putthe internship at the back end
(12:23):
of the program when they werealmost finished, and they do an
internship, but that didn't givethem an opportunity to come
back and ask questions or talkabout different things they
experienced.
So I now, within the firstprobably six weeks, five weeks
they're going to be doing it,they're going to start the
internship.
So it's imperative that thebeginning and this is basically
(12:45):
to kind of like capture yourinterests, because I've given
them the final test the firstday they're probably within that
week I'll have them doingsomething like teach them how to
wire plug you know, electricalsafety, how to wire plugs, so
that I have plugs that they canwire and learn how to do that.
And this is something that I'llemphasize as time goes on, you
(13:08):
know, instead of just doing itone time, they're doing it all
during the cohort and so they'reable to get exposed really to
like the first week of classthey actually are doing
something to the bio med.
Speaker 1 (13:21):
What are the key skills first that you really
maybe teach them, that youreally focus on?
If you can name a few of them,Okay.
Speaker 2 (13:30):
So if I'm talking about soft skills, okay,
communications, you know how totalk.
You have to have an even temper.
You got to.
Really, you know bio meddepends on where you're at.
It could be stressful.
Well, probably anywhere you'reat in bio med it has its moments
Okay.
So I try to teach them andemphasize about having an even
temper.
You know, don't panic, you knowit's going to.
(13:51):
You know, when we go to thesesite visits which we do, there's
a lot of equipment in the shop.
You don't have to knoweverything the first day, okay,
because sometimes they get inthere they kind of overwhelm.
So I kind of teach them.
It's all in time, take yourtime.
You know learning.
But as far as the actual skillsin bio med, I emphasize, there
(14:13):
are no tests equipment becausemonitors can change everything.
But you'll know how to doelectrical safety.
You know how to hook up apatient simulator, you know.
And so that's one of the thingsI really, because it's training
for entry level B-Met once, andso I'm not getting into
anesthesia, I'm not getting intoventilators, because entry
(14:33):
level they're probably more thanlikely not going to be touching
that for a few years.
So my key emphasis is you'llknow test equipment.
If you don't know anything else, you're going to know test
equipment, and so that's what Iemphasize all during the program
.
Pretty much that.
Speaker 1 (14:48):
Okay, now you mentioned that you've been doing
this, for this would be likeyour 12 class that you're doing,
or the 12 class in the programperiod.
Speaker 2 (14:57):
The program I personally did.
This would be my eighth eighthclass I personally taught, but
it's been 12 total.
Speaker 1 (15:05):
The HTM industry is evolving and changes every day.
How, in particular, would yousay that your program probably
have evolved from the firstcohort you had to the eighth
cohort?
What would you say?
Maybe have been someadjustments you've made in how
you instructed your class.
Speaker 2 (15:26):
Okay, well, one of the first adjustments I made was
when I first started in cohortone.
You know, I'm old school so I'mused to, you know, look up
something, get your laptops out.
And you know, let's look upsomething, you know whether it's
a test procedure, servicemanual, whatever.
And they popped out their cellphones.
I was like, well, you know, putyour cell phones up, we're not
(15:49):
gonna be doing it.
You know, there's nothing withthe cell phones.
They said, well, Dr Smoot, thisis how we look up things on
cell phone.
So I had to have a paradigmshift in my teaching, because
I'm used to, you know, get on alaptop, get on the computer, you
know, and they like, no, we cansee everything on that small
writing, and so that's what they.
So that's one of the shifts Ihad to do.
(16:11):
Another shift is it, as timegoes on, because I basically I
do outside of teaching, I do alot of research and reading and
I'm in VR and augmented realityand artificial intelligence.
Then I have to kind of like,now start adapting the program
to where it's addressing thosetype of things.
Okay, because that's whatthey're gonna be exposed to
(16:33):
Really getting the IT teaching,my IT and the basics.
You know how to ping commandprompt, how to basically kind of
troubleshoot, see ifsomething's on the network,
different things like that.
So they will at least know howto speak the language you know.
So when they need to put a EKGmachine on the network and I say
to IT, give me those numberthings, you know, that means I,
you know it's called an IPaddress, you know.
(16:54):
So I try to give them theknowledge to where they can at
least speak the language to besuccessful in a bio-med career.
So that's what I do.
So I had to change and it'sconstantly evolving, you know
it's constantly evolving withdifferent things.
It's different things I readabout and integrations and all
types of.
So it's I'm always trying to,you know, to evolve and get them
(17:17):
involved in things that's gonnabe in the future too, you know.
So I've introduced in VRheadsets.
So now they do a module in VRheadsets, you know, and so it's
been an ongoing thing, and so itgets to a point sometime where
the 16 weeks is packed, you know, with stuff and so they get a
chance to experience some things.
Speaker 1 (17:40):
Explain what you mean by they get exposed to VR
headsets, which I'll watchvideos, or how do you expose
them to the VR headsets?
Speaker 2 (17:48):
Well, I've been fortunate to have a to do some
storyboarding and some creationof some of the test models, some
of the modules, but in VR lab,and so that's where the VR
headsets come from.
Inside of those there'sdifferent modules for doing a PM
on a DFIP EKG, machine, suctionregulator, different things to
(18:08):
whether the students could puton the headsets and be immersed
in that world.
And it takes them through howto do a Medrat injector, whether
you take loose and you have twohandpieces and you're actually
immersed in it just like you'rein the room and you're actually
taking apart, unscrewingdifferent things, and so this
way they're getting exposed tothat and now they can physically
(18:29):
go and they can do somethinglike that, you know, cause
they've kind of like got the PMdown for doing it.
So of course it's never a firsttime, but this is really
something for them to be able toexpose and to kind of see.
You know how a DFIP, how do youdo a PM on a DFIP, even though
we physically do it, but they'reable to see it in the virtual
(18:51):
world, you know, which is reallyhelpful.
Speaker 1 (18:54):
As your kids get close to finishing the program,
what type of advice do you giveto your students that can
prepare them for a career in HTM?
I know you mentioned some softskills.
What advice do you give to yourstudents to prepare them?
Speaker 2 (19:10):
One of the main things is that you don't know
everything You're going to.
You know.
You know people that know whatyou're trying to learn.
You know and so take your time,don't panic.
This is.
It can be overwhelming becauseof all of the equipment that
they feel like they have tolearn, but somebody that's
(19:30):
really seasoned, like you know,like ourselves, me and you we've
been in it for a while, so it'sover a period of time you learn
it.
So I teach them about you know.
Just, you know, take your timeand learn.
And you know, try to have aneven attitude.
I wouldn't say anger level,which you're not going to have,
(19:52):
but try to really become on ajob because you can.
You're going to deal withdoctors, you're going to deal
with nurses.
You're going to deal with, youknow, people that you know.
Some feel like they're God andthey're going to talk to you
anyway, but you got to have aneven gear.
You know, and that's the mainthing I emphasize to them.
I call it relaxed intensity.
(20:13):
You know, and that's one thingthey need to develop is a
relaxed intensity about whatthey do, because you can get
called up into surgery and yougo there and they in the middle
of a case and the monitor's out.
You know you got to be able todeal with that because they
expect you to understand.
You know they expect you to getit fixed and so I try to really
keep them, telling them to havean even temperament about
(20:34):
everything they do, you know.
Speaker 1 (20:36):
And I guess it has to be challenging in a way because
you have that years ofexperience.
So I guess you may have toalmost pull yourself back
because you might want to justkeep going on and then you find
yourself maybe going over thehead.
So I guess that takesdiscipline on your part when
you're teaching them, to keep itout of even keel so they can
digest it.
Speaker 2 (20:58):
I'm getting people that never touch a screwdriver
and in 16 weeks I got to getthem to buy them edge, you know,
entry level one.
And I mean some of them neverknow what a circuit is.
They don't even know what I'mtalking about, you know.
So I have to kind of tailormake my teaching to where
everybody gets it you know andnobody's bored, you know.
(21:21):
I guess that's the best way tosay it.
Wow, that could be realchallenging.
Speaker 1 (21:24):
If you have an orthopedic surgeon then you have
someone who never touched itand I'm more than sure, a lot of
your students probably goingthrough career changes.
So some may have a lot ofexperience in the working
industry but some may have zero.
So I can see where that mightbe a challenge because they
probably have different levelsof experience in life and as far
(21:46):
as technology or technical,that could be a challenge I can
see.
Speaker 2 (21:52):
Yeah, see, so I have to really.
Yeah, it's kind of like youknow, you got people that do
electronics, you got companiesmaybe, and they go on for
another career change and youknow, what I really get them at
is basically when I really starttalking about biomedical
equipment, because that's onething I know they don't know.
(22:12):
I know they don't know that, soyou know, no matter where they
are.
Orthopedic surgeon, yeah, theyknow medical equipment, but they
don't really know it like we doit, you know.
So I really you know, that'swhere it kind of like you kind
of rub a history board and theyhave to kind of submit to what
I'm teaching them, you know,because they don't know.
(22:33):
So it's a challenge but it'sfun.
I welcome the challenge all thetime.
So, yes, that's great.
Speaker 1 (22:41):
Now, you mentioned earlier about your site visits.
Could you speak more on whattype of site visits you were
speaking of that you do withyour kids, your students, right?
Speaker 2 (22:53):
Okay, so what we basically do is we had a couple
of hospitals UCSD in San Diego,we got Scripps, kaiser and their
nominee, gracious, has given usside visits and we all the
students, we meet there and theybasically show us biomass.
So, in essence, if there's like, say, for instance, 10
(23:15):
technicians in the shop, thenusually they break up in groups
and they just go and spend fiveminutes with each section.
You know, each area, you know,and the technicians talk about
it day to day and they can asksome questions and all types of
stuff.
You know.
The site visits basically forthe purpose for me personally is
, first of all, they get to seewhere biomass really is in
(23:36):
action, okay, the real situation.
Secondly, they get to askquestions and they see different
things and you know everybody'sgot different questions.
And then, lastly, they startseeing the equipment that we got
in the in the room whichsolidifies what I've been
teaching them.
You know, and we all you knowbiomass, always kind of thinking
(23:57):
like you know in the wholeindustry, and so they start
mentioning the differenttechnicians mentioned certain
things that I've said and allthey do is look back at me like,
yeah, he's right, you know,there's one thing when I'm
saying it.
But when somebody else issaying it and I didn't like you,
or Tell them, hey, say thishere and they just sit on their
own, they're really like, wow,hmm, and Dr Smoot, yeah, that's
(24:19):
correct what he said.
This person just said the samething, you know.
So it's really, it's reallygratifying and I tried to my
idea.
My goal is to have site visitsat hospitals and manufacturers
and maybe some, you know,third-party service so they can
see that there's, you know,biomass is just not in the
hospital.
You know you can do fieldservice, you can do bench repair
(24:43):
someplace.
You know, in a manufacturer youcan do different things.
So I try to really expose themto all that, because some people
not cut out for the hospitalyou know hospitals not for
everybody, you know and somepeople want to deal with all
that, so they can still kind oflike have the same appreciation
for the field but not have todeal with some of the things
that a hospital will present tothem.
(25:03):
So and we and occasionally,which has only been two classes,
last class and the second classwe had the opportunity to tour
the US Navy Hospital, ship Mercy, just here in San Diego, and so
that's really something whenthey see that they're really,
(25:25):
they're really amazed, you know.
So it's been great.
Speaker 1 (25:29):
Man, your program is pretty in-depth.
You pack a lot into these fewweeks, I would say, compared to
a regular barbed program.
And let's say this when itcomes to your kid students I
keep calling them kids man whattype of regulatory or ethics
compliance do you share withthem, because that's going to be
(25:49):
important for them also?
Speaker 2 (25:50):
Yeah, we talk about NFPA 99, we talk about HIPAA, we
touch our nose, especially NFPA99, you know, to my electrical
safety and different things likethat, because they I try to
always emphasize the origin ofdifferent things.
You know, and that's where,because if you kind of
understand how things areworking then you can see the
importance of differentregulations and different things
(26:12):
you know.
So I talk about electricalsafety and how that's very
important and you know why, howit started, you know, with good
old Ralph Nader had a tiny thingpresented and made it.
It didn't start but he basicallymade the awareness there.
And so you know, I try toreally emphasize the different
HIPAA.
You got to really watch HIPAA.
(26:35):
You got to watch your inhospitals.
You're going to see things thatyou know, that people don't see
.
You know, and it's importantthat you're ethical, that you're
, because, like I mentionedearlier, even keel, even
temperament, and you understandthat what you see there you
don't go out and talk about it.
You know and so you knowbecause that's it could be a
major issue, especially HIPAA,and it could cost you in the
(26:58):
long run.
So I try to really get into it.
As far as the regulations talkabout some ISO, talk about OSHA
and inspections, differentthings, the fortunate thing
about the program is they do getan OSHA 10 certification, so
that's included in the program.
So they come, osha, comes inand for two days they get them
certified in that and they get alean also lean certification.
(27:20):
So when they come out they havea company that's going to be a
company.
So when they come out they havea couple of little
certifications, you know, alongwith the certificate of biomancy
.
So so you know.
So I try to definitelyemphasize some of the
regulations and different things.
Speaker 1 (27:37):
We're getting close to the end of the program and
your kids are graduating.
Do y'all have like a graduationprogram for them?
Speaker 2 (27:45):
Yeah, we have graduation.
When they get close tograduation, of course they're
excited.
They don't know what to expect,you know, and I show up in my
cabin gown so they can see it,and so that is one thing is one
of the best parts of the program.
To me is a graduation, and Isaid I was going to do this and
(28:06):
I should have done this from thevery beginning.
This cohort I'm going to take apicture of them the first day.
I'm going to take the picturefrom the last day.
That's pretty cool.
See how much difference they'vemade.
You know that type of thing.
Speaker 1 (28:17):
So that's awesome, that's what we do.
And do you take pictures whenyou go to your site, business
and stuff like that?
Speaker 2 (28:24):
Yes, absolutely, that's right, man.
Speaker 1 (28:26):
You can do like a little slideshow graduation
video man.
Speaker 2 (28:29):
Yeah, that's what I need to.
Yeah, maybe I can help, maybe Ican help you with that, and I'd
be.
Speaker 1 (28:33):
Yeah, definitely it would be pretty cool at the end
from day one and throughout theprogram and things like that,
and you do some video.
That'd be a great little thingat the end of the year we could
put together for them.
That would be pretty great.
Speaker 2 (28:48):
Well, hold you to that.
Speaker 1 (28:51):
I got to keep one on you, man.
That way I have you always be adead to me, you know.
Let me ask you this when itcomes I know you're very active
in CMA Do you, do you exposeyour cohorts to the association
program?
Well, meetings, rather.
Speaker 2 (29:12):
Yeah, absolutely, I try to and it's.
It's great whenever there's,like you know, cma, of course is
doing a time, and that's one ofthe things I kind of like every
size to them, that they need tocome to a meeting.
I'm the vice president ofchapter San Diego, so I say
because I'm there, you're mystudents, you're on the show,
they're meeting, you know.
So that's one thing.
But there's a couple of timesI've been fortunate to where the
(29:34):
MD Expo has been in Pachanga,here in Temecula, and they went
there and that really locks themin.
The big CMA we're having,actually the 18th in Anaheim.
I've invited my students tocome there, even though class
starts that following Monday.
But whenever they see certainthings like this, they realize
(29:55):
the industry is much bigger thanwhat they even expected.
They had no idea how big it was.
But when they start seeingpeople, their, their future
colleagues and different things,they're like, wow, man, this is
a real, this is a real industryhere.
Then they start wondering howcome I ever heard about this,
just like everybody does.
Yeah, sure, well, I've heardabout this.
This is amazing, you know.
(30:16):
So that really locks them inwhen they come to some of those
events.
So I try to expose them as muchas possible.
If there's anything in the area, I try my best to get them to
come and different things likethat and that introducing the
people.
And they come to the meetingsthey get chance to meet local
bio man.
You know in the San Diego areaand they're really in.
I can't say enough about thebio man HCM industry from you to
(30:40):
you know the president, amy andDaniel, because there's support
I can.
It couldn't program, couldn'texist without a lot of support
from other people.
It would be very hard.
So I appreciate that support iseverything you know really.
Speaker 1 (30:56):
Man.
They don't realize howprivileged or blessed they are
to be able to go to anassociation.
Oh, I have my technicians thatwork with me never been to one.
I mean, we don't even have anassociation in Louisiana, so
just the fact that they can beexposed to that before they even
get into the industry isawesome.
I mean, that's that'scommendable, that you exposing
(31:18):
them to that.
That's also probably a greatteaching lesson when you get
back to class.
Speaker 2 (31:23):
So as time goes on in the program, of course they
become more and more interestedand they start in the beginning
they don't know where they cando it.
I don't know if I can do thishere.
It looks kind of.
But then they actually startsaying man, they actually start
believing that they could do itand I've been fortunate enough
to where they've gotten jobsbefore the program was even
ended.
Speaker 1 (31:43):
A month before they had a job.
Speaker 2 (31:45):
So that's been great, but to just expose them to it
it really makes a difference.
And that's why I say about anyprogram out there, if you can
get them to get the studentsgoing to a hospital, just to see
how it runs, what's going, youknow it really makes a big
difference in the.
It makes an impact on thestudents.
Speaker 1 (32:05):
You say, your graduation rate is 100%.
Speaker 2 (32:08):
What is your job?
Speaker 1 (32:09):
placement percentage for your graduates.
Speaker 2 (32:13):
It's a San Diego.
They don't want to leave SanDiego.
They want to, they want to,they want a job here.
You know, and I always emphasize, you got to start broadening
your rises.
You really get.
Get employed.
The ones that have reached outand have done that, it's really
a hundred percent, you know,because they get a job with no
problem.
But the ones that want to stayin San Diego wait for something
(32:33):
to happen.
You know they might be waiting,you know what I mean, because
there's only so many hospitalsin San Diego, so many bio-meds,
you know so so many bio-medsslots.
So I'm now emphasizing I havebeen emphasizing, but more than
ever, because the opportunity ismuch greater is to, hey, brown
your horizon, don't be.
You know, go get the experience.
You know.
(32:54):
You know, go someplace.
You know, even if you go to LA,you know, which is a hundred
miles, you're getting theexperience or something.
But just hoping you get a jobright down the street from your
house is, you know, I mean itcould happen.
But you know a lot of peoplewant that, you know.
So people who did one of thework, I say is easy, it's a
hundred percent, they get thejob.
(33:14):
They say, look, I'm going toget something.
They go, and I have people allover the country They've done
that.
You know the ones that want tosit in the home and want to wait
for something.
You know I say they don't workat all, so until something pops
up, you know, so that type ofthing.
But I always emphasize see,this is a 12 class, so you got
(33:34):
11 classes and looking for a jobright in San Diego probably
just like you, you know and soyou have to broaden your
horizons, especially now.
It's opportunities wide open inthe HCM industry.
It's wide open.
Speaker 1 (33:48):
I want to ask you some personal questions while I
have you here.
Smooth, I know you wereinvolved with your association
of CMI, but do you do any workwith other associations around
the country?
Do you have any involvementwith them?
Speaker 2 (34:04):
Well, yeah, some occasion I get invited to come
speak there.
You know speak in a coupleplaces, and this man was past
year.
I was in Omaha, nebraska, spokethere at the Heartland, it was
great.
I have something coming up in acouple of weeks in Ohio.
So occasionally I get invitedto come speak in different
(34:25):
places.
I've been on the board of theGeorgia Biomedical Society
Instrumentation Society ofG-Best for a couple of years and
then I kind of resigned fromthat because I'm here pretty
much a lot more than ever inGeorgia.
So so I get involved with otherassociations and anybody needs
help or wants to help or wantsme to do anything, I'm always
(34:48):
glad to help out.
That's another problem.
You know the industry is wideopen and so they need any type
of encouragement, help, advice,whatever.
You know I'm there for them.
Speaker 1 (34:59):
So right, that's commendable.
Oh, I appreciate your time, drSmooth.
It's always a pleasure talkingwith you and spending time with
you.
I look forward to spending timewith you next week at CMI,
hopefully, hopefully, you'llbless me with some time.
You know you're a popular guy.
But, in conclusion, I wouldlike for you to share some
(35:25):
advice, knowledge for not onlythe new ones in the industry.
But well, let's take them.
Since you deal with both sides,give some advice for someone
that's new, coming into theindustry first, and then give
some advice to someone that'sbeen in the industry.
What advice would you give them?
Speaker 2 (35:47):
Well, I would say, you know it's a HCM is a very
rewarding field, you know, andit's what you make it.
You come in and sometimesthings are repetitious, but
there's so many avenues that arebeing created daily to where
opportunities are going to existand going to grow and going to
be presented.
You know, and the thing is yougot to keep educating yourself,
(36:10):
keep striving, keep beingprepared, because when
opportunity comes, it's not amatter of you know if it's going
to come, it's when it's goingto come, and you have to be
prepared.
And so I always say keepeducating yourself, keep you
know, get in and try andgravitate towards something you
really enjoy, because that willpresent an opportunity for you
that you say how do I get inthis?
(36:30):
And it's just, you're ready forit, it presented itself.
So you just got to keepeducating yourself and just keep
learning.
I mean, it's it never ends asfar as learning, so keep going.
Speaker 1 (36:41):
Great advice.
And now for the season BioMedor HTN Professional, what advice
could you give to them?
Speaker 2 (36:51):
Well, I kind of like to say, on the back end of that
the season by way don't becomebored, because there's a lot of
different opportunities out here.
Because you have experience,because you have the temperament
to work in the hospital or workin the field, or been in the
field, or this field service,whether it's bench, whether it's
in the hospital or manufacturer, you are somebody that is in a
(37:16):
industry that is going to alwaysneed you Okay, and your
expertise.
And so don't be bored and don'tbe.
There's nothing here, becausewhen I first got in the industry
, I didn't intend on being inorder to retire.
I just want to do somethingthat, if I ever got to work for
somebody, I don't have to digditches and then run with that.
That's what you want to do.
(37:37):
That wasn't me.
And so fair 100, turning thefull circle, I'm back in it.
I'm still in it.
I'm back in it for now thanever before, because I only saw
it at the beginning me doing PMs, safety checks, income ins,
learn something, working in ahospital, but there's so many
other avenues that are beingcreated and when you get in
(37:59):
there, you're like, oh yeah,I've seen everything, but
there's so much out there, youjust got to just keep on
learning.
Keep on learning becausethere's a lot of opportunity,
because you do have theexperience.
A lot more doors open up foryou, great advice.
Speaker 1 (38:13):
Now this question just popped in my head while you
were talking Can you sharemaybe one or two success stories
from your cohorts that's beenthrough the program and out
there?
You mentioned that some alreadyhave jobs and are working.
Could you share one successstory?
I wonder when that this bitchis so proud about one of your
(38:34):
graduates?
Speaker 2 (38:37):
Let's see here, wow.
Well, I'm not going to mentionnames because I got a bunch of
case, but I have a.
There's one person, one younglady came out of my first cohort
and she basically just took anopportunity, kind of like in
Northern California, became good, she just stand for now.
(38:59):
I guess I gave it away becauseI said Stanford, but she's a
Stanford now doing well, shealso, but go ahead.
Yeah, I was like what's that?
But you know it's not theprogram, but that's one of
really.
You know she certified now soit's already out, but she is
doing well in the industry andthat's just one of.
(39:22):
I just said they're off the topbut they I have so many of them
G and University of New Mexicoand Albuquerque and Siemens and
I got them all over, so there'snot really that's just one of my
head on the top, but all ofthem are successful.
I'm proud of all of my students.
Speaker 1 (39:44):
And let me get you a little.
I'll share one I just sawrecently on LinkedIn and he was
mentioning how, when he got tothis account, they had a number
of broken beds and he made agoal to you know, you know where
I'm going with this.
You want to continue it.
You want to finish it?
Speaker 2 (40:04):
Oh yeah, but this guy came out of I can't remember
Corcoran 9 or something likethat, and he it's funny because
how he got the job he basicallywas like in class.
Somebody called him and hestepped out of the class and
talk and you know, he came backand I said so how did it go?
(40:25):
He said I think I got a job.
I said what do you mean?
The person talked to me andthey said, okay, everything's
good.
You know, you got goodexperience and I'm going to have
the person to call you and giveyou a job offer.
I said, yeah, well, youprobably got the job, you know.
So he went in and startedworking, doing these beds and
(40:46):
just learning just a sponge.
And, just like that story saidon LinkedIn, he had his goal
when he got in was to zero outthe beds and it took him.
He's been out about a year anda half, I think.
I think maybe two years, and heaccomplished that goal, you
know, and he was so proud, butthat was one that sat there and,
(41:08):
like man, I don't know if Icould do this.
You know, you know, and heactually he did it.
You know, he's doing he's, he'sknocking out the field, he's
killing it.
Speaker 1 (41:18):
And that's a true testament to your program,
because a lot of people hateworking on hospital beds and for
him to have that positiveattitude, to go in there and put
a goal before him andaccomplish the goal.
I was excited for him, honestly, so I know you probably was
bubbling over with joy.
Speaker 2 (41:37):
There's another guy, just kind of like that, who was
in the grocery industry for over30 years and he got through the
program, started working onbeds and he's, like you know,
the bed technician.
He's happy to be in the field.
Look, I'm as happy to be inthis.
So I don't.
I bet these groceries.
I mean 30 years man, I love itand I see him every time we do a
(41:59):
site visit show because heworks in one of the hospitals.
But it is really, you know,it's really gratifying to see
that.
Speaker 1 (42:06):
I don't understand the hate for hospital beds.
I mean, that's one of the mostimportant pieces of medical
equipment in the hospital.
Speaker 2 (42:16):
That in regards to what you say.
Speaker 1 (42:17):
I need problems Exactly.
Speaker 2 (42:19):
I need problems to be just like.
Everything gotta happen.
They gotta have beds.
If you got a house, why are yougonna not have beds?
What are you gonna do, Sam?
You gotta have beds.
Speaker 1 (42:30):
Well, I appreciate you, dr Smooth man.
Anytime you want to come backon, feel free.
The door is always open to youand maybe we can brainstorm and
maybe we can figure out somekind of way to get you, get one
of your kids, a couple of yourkids on one time, but never so.
I think that'd be pretty goodman admit way to the program and
see how they're doing.
Speaker 2 (42:50):
And we can, that's pretty good.
Yeah, it'd be real good.
You know, get some in the pastand the present man.
Speaker 1 (42:56):
That's not good man.
You can have like a littlemini-class reunion or something
like that.
Yeah Go, heart reunion.
Well, all right.
Well, thank you once again, Iappreciate you, man.
Until we meet again, take careof yourself, sir.
Speaker 2 (43:09):
Hey, thank you very much, and you keep doing what
you're doing.
You're doing a fantastic job.
All right, I listen to your.
I listen to your cast all thetime they see him on the line
and I always open them up in themorning.
I always play some of your.
He's gonna like a little toomany snippets of fantastic, and
then you're doing a great job.
You keep doing what you'redoing.
Speaker 1 (43:28):
I appreciate that, brother.
Speaker 2 (43:30):
We appreciate you out here, man so.
Speaker 1 (43:33):
Thank you, appreciate you, thank you.
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