January 25, 2026 • 46 mins
The year is 2026, and the U.S. classroom is no longer lined with stethoscopes and chalkboards — it’s
powered by algorithms, empathy, and a generation of students who refuse to accept that medicine should be anything less than human. From MD and DO programs flipping the lecture hall on its head, to chiropractors integrating with medical models, naturopaths merging tradition with data, and nurse
practitioners leading the charge in underserved communities — healthcare education is undergoing the most dramatic transformation in a century. In this powerful broadcast, Dr. Adam Brockman takes listeners inside the new anatomy of learning — where artificial intelligence meets bedside manner, where collaboration trumps hierarchy, and where every future healer is being challenged not just to know medicine, but to ‘reimagine’ it. It’s bold, it’s disruptive, and it’s exactly the kind of conversation that reminds us why America’s greatest export has always been innovation — in science, in spirit, and in service.
Special Guest: Dr. David Lenihan, CEO of Tiber Health and President of Ponce
Health Sciences University
powered by algorithms, empathy, and a generation of students who refuse to accept that medicine should be anything less than human. From MD and DO programs flipping the lecture hall on its head, to chiropractors integrating with medical models, naturopaths merging tradition with data, and nurse
practitioners leading the charge in underserved communities — healthcare education is undergoing the most dramatic transformation in a century. In this powerful broadcast, Dr. Adam Brockman takes listeners inside the new anatomy of learning — where artificial intelligence meets bedside manner, where collaboration trumps hierarchy, and where every future healer is being challenged not just to know medicine, but to ‘reimagine’ it. It’s bold, it’s disruptive, and it’s exactly the kind of conversation that reminds us why America’s greatest export has always been innovation — in science, in spirit, and in service.
Special Guest: Dr. David Lenihan, CEO of Tiber Health and President of Ponce
Health Sciences University
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:10):
Welcome to the number one radio health talk show in America,
The Doctor Bob Martin Show. Doctor Martin is a chiropractic physician,
a Board certified clinical nutritionist, and diplomat of the American
Academy of Anti Aging Medicine. The information presented on this
show is educational in nature. Please consult your personal healthcare
provider regarding health issues. You may have got a health
(00:32):
related problem or challenge, not feeling well, and you just
don't know where to turner what to do. Doctor Bob
Martin is here for you and will do his very
best to answer your health question. The tone free number
to ask Doctor Martin a health question or to make
a health related comment is eight hundred six oh six
eighty eight twenty two. Eight hundred six oh six eighty
(00:52):
eight twenty two. That's eight hundred six zero six eighty
eight twenty two. It's the Doctor Bob Martin and Show.
Speaker 2 (01:01):
Good day.
Speaker 3 (01:01):
This is doctor Adam Brockman, and you're listening to Health
Talk America's The Doctor Bob Martin Show.
Speaker 2 (01:07):
Today we're going to tackle one of.
Speaker 3 (01:08):
The most important and least understood stories that are shaping
the future of health. And that's how we train those
who care for us. Every year, nearly a quarter million
News students step into the halls of medical, chiropractic, naturopathic,
osteopathic and nursing colleges. The bright minds of the future,
the eager hearts, and those a lifetime of service ahead
(01:31):
of these individuals. But as the healthcare landscape evolves faster
than ever through AI, telehealth, functional medicine, and also a
public wants to know more about what system of health
is in place. The question we must ask is this,
are we teaching tomorrow's healers to heal or just memorize protocols?
(01:52):
Because education, my friends, is the root system of healthcare.
If the learning framework is outdated, the fruit of that,
the clinical outcomes, the trust, the compassion, it all begins
to rot. So I want you to strap in. Over
the next hour, we're gonna journey across classrooms, clinics in
digital frontiers where America's next generation of medical doctors live.
(02:16):
And that's what the special guest today. I also invite
your questions in participation, call to join in the conversation
at eight hundred six zero six eighty two two. That's
eight hundred six zero six eight eighty two two, or
by visiting our website at doctor bob dot com. That's
found out the word doctor doctrbob dot com. All right,
(02:36):
let's let's go ahead and talk about the US healthcare
education system. Now we're talking about this year twenty twenty six.
It sits as a defining crossroads for the healthcare system.
On one side stands the traditional research driven model, the
rich and rigor, structured in hierarchy and sometimes slow to change.
And on the other is a wave of innovation that's
(02:58):
driven by necessity. We have a populations, we have clinicians shortages,
we have mental health burnout, and even this huge influx
of information. This intersection of these pressures is forcing medical education.
And that's across the board. We're talking about the medical doctors,
the osteopathic doctors, the chiropractors, the nature paths, and the
(03:20):
nurse practitioners alike. We have to reinvent ourselves. And for
the first time in decades, that reinvention it feels possible.
If we're looking at at medical and osteopathic schools. The
artificial intelligence AI isn't isn't science fiction anymore. It's the
teaching assistant that's in the room, and according to recent
(03:40):
data from moment MD, both MD and DO programs are
embracing these AI power powered virtual patients for teaching this
digital stimulations that allow students to practice communication and empathy
and even diagnostic reasoning in safe and repeatable environments. Talking
about leading institutions like Harvard and the Philadelphia College of
(04:05):
Asciopathic Medicine, they've embedded AI modules directly into their core curriculum,
and that's teaching future doctors not just to how to
treat with technology, but also how to think alongside it.
And yet the shift it runs deeper than the devices.
Many programs are collapsing the traditional four year model into
(04:25):
three year tracks with service commitments in rule or underserved areas,
and that's a model that prioritizes access over prestige. These
innovations that are long overdue, aim not just to modernize medicine,
but to humanize it. And if we're looking at do
the osteopathic programs specifically this era, it starts to represent vindication.
(04:48):
Once seen as maybe second tier, osteopathic schools are now
the fastest growing branch of medical education in the country,
and their philosophy that treating the person, not the pathol
is finally resonating with this burnout healthcare workforce that's seeking
meaning over the mechanics. We're talking about integrative touch and
(05:09):
preventive focus, this whole system thinking, all concepts that echo
loudly in today's conversations about holistic care and personalized medicine.
The question now is will MD programs adopt more of
these principles or will do programs absorb the technology? The
technology that's out there the progress that MD institutions are
(05:30):
starting with. The answer likely somewhere in the middle, a
hybrid model that's driven by empathy and also efficiency. And meanwhile,
we're looking at nurse practitioners. They're rewriting the rules of access.
Nurse practitioner programs across the US have doubled enrollment since
twenty ten, and as of twenty six advanced practice nurses
(05:51):
deliver primary care to over one hundred million Americans, and
that is in particular rurle zones where mds are not
ready available. Their education is rapidly adapting as well, that
they do telehealth integrate to behavioral health training and leadership
modules on collaborative care. That these are now baseline requirements,
(06:14):
and that nurse practitioner model. It prioritizes continuity, staying with
patients across life stages, and it's redefining what frontline healthcare
really means. Yet this evolution hasn't been without friction. There's
ongoing tension with organized medicine about the scope of practice,
what states debate autonomy laws versus physician oversight. But instead
(06:40):
of seeing that as a turf war, let's see it
as an invitation, a chance to redesign systems where collaboration
and not control is the goal. Patient want teams and
not titles. Now let's look at chiropractors. This is something
that I know all too well, and doctor Bob as well.
We're talking about twenty two twenty six marks both opportunity
(07:02):
and challenge. Once just looked at as spine specialists, chiropractors
now today operate in multidisciplinary settings, integrating rehabilitation, in sports medicine, neurology,
and even regendave care, and the Cancel on Chiropractic education
has updated program standards to emphasize this evidence literacy. In
these inter professional integration and modern dcs, they graduate not
(07:26):
just learning adjustments, but also to read MRIs and interpret
lab work and coordating care alongside mds, MPs, nurse practitioners,
and so now let's talk also about where naturopathic medicine,
that natural medicine is rising known as you might see
the title of an ND that's a doctor in atropathy.
(07:46):
That's something I'm also familiar with, as that is another
doctor that I hold. It's a small but it's a
rapidly maturing segment of the US healthcare education system and
once thought of as more fringe. Now in d's nature
pathic doctors are finding that legitimacy through outcome data that's
(08:07):
showing patient satisfaction and reduced chronic disease burden and also
lower prescription reliance. We got schools like National University in
Chicago that are investing heavily in this cross disciplinary research.
And it combines that ancient healing wisdom with modern biochemical
insight today's nature pathic curriculum, and integrates pharmacology with herbal medicine,
(08:31):
and biochemistry with yoga in canceling with genetics. We're talking
about a lot of different things going on across these disciplines.
One number still sticks out, and that's debt. The average
medical graduate now shoulders over two hundred thousand loans, and
we're talking about often sometimes these are outside the federal
(08:52):
loan forgiveness, So it's that it's a high relative loan
to income ratio. And so we need these forward thinking
institutions to respond some link this tuition forgiveness to service
in high k need communities, rural communities. Others experiment with
subscription tuition models or paid clinical rotations, but policymakers must
(09:14):
step in two. We can't just patch the leaking pipes
of affordability. We must rebuild that foundation. Healthcare access begins
with educational access. So if we're looking at this and
amid all this progress, this quieter cross crisis starts to
brew the loss of joy in that healing profession that
we have to we have to look at that the
(09:35):
burnout rates among residents and practicing providers alike. So this
pipeline is not just for numbers, it's also for morale.
Students need to see role models that are thriving out
there in the professions, not just surviving mentorship and proferson
personal development, the mind, body balance, the purpose, integration, service
learning must all beeed be viewed in that clinical clinical
(09:58):
realm as well not just elected. So the path forward
at the heart of this healthcare education is not just
about producing experts. It's about cultivating stewards of life. Every MD, DO, DC,
and D and MP carries that same oath, spoken in
different dialects, to serve and do no harm, and to
learn without ceasing. But to honor that oath, we must
(10:19):
rebuild the bridge between knowledge and wisdom. And as we're
heading deeper into twenty twenty six, the challenges of our deans,
the policymakers, and professional boards are there to think beyond
just the statistics. Well, let's ensure that our classrooms, digital
and physical rekindle what first drew each of us to
this calling. And that's the miracle of helping another human
(10:39):
being heal. Because if we're going to teach that truth, well,
the rest of the health in medicine will take care
of itself, all right. And so after the break, we're
going to be here with a very special guest. It's
a great friend and actually one of my professors. It's
doctor David Lenihan. We'll be right back. You're listening to
the Doctor Bob Martin Show. If you are retired to
(11:01):
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Speaker 5 (11:59):
Welcome now, week even now, Dubo. Welcome show me what
you do now, Tweedle Dubo.
Speaker 3 (12:21):
Welcome back to Health Talk America's the Doctor Bob Martin Show,
and as promised, today we have a special guest. We're
going to dive more into today's healthcare system and we're
going to talk about innovation, uh the education, and the
transformation at the very front lines of healthcare in the
US and globally. Our special guest is someone that is
(12:42):
defining how doctors of the future learn, think, and heal.
It's doctor David Lenahan. He's my guest today and he's
shaping the world of medical education. As the co founding
CEO of tiber Health in the president of Ponce Health
Sciences University, Doctor Lenahan has made it his mission to
change medical training for the next generation of learners. Imagine
(13:04):
a classroom that adapts to every student strength in the
learning style and that's in real time. That's the world
doctor Lenahan is building. He started this movement by flipping
the classroom and bringing lectures online and making class time
an interactive journey of discovery, if you will. Then he
took it a step further developed a dynamic, personalized curriculum
(13:28):
that tied is tied to continuous assessment. And we're not
talking about just for students, we're talking about for the
educators as well. So this is a relentless pursuit of
improvement that's changing outcomes and healthcare worldwide, and it's helping
students succeed earlier, faster, in with greater confidence. And Doctor
Lenahan's credentials they read like a roadmap of excellence. He's
(13:51):
got a PhD in peripheral neurosurgery from the University of Edinburgh.
He's a Doctor of Chiropractic, a jurist doctor with basically
a law degree and an MBA from Cambridge. He's published
over twenty peer reviewed papers and it's earned recognition in
outlets like US News, Forbes, and Medscape. And he continues
(14:13):
to pioneer methods that merge neuroscience, technology and education into
one force. And he also happens to be one of
my former professors, and at that time he taught our
generation neuroanatomy and he also expanded the healthcare curriculum at
that time. He was a favorite professor of mine. He
had a very fast paced course in neuroanatomy obviously, so
(14:38):
maybe he was trying to retrain our neurons in the
synapses at that time. So today we're going to explore
how doctor Lenahan's bold vision is reshaping the medical landscape
and redefining what's possible in health science, and that's across
the globe. With that, I want to welcome doctor Lenahan
to the Doctor Bob Martin Show. How are you today?
Doctor Lenahan?
Speaker 4 (14:58):
Doing great, Adam, and call me to even for the
rest of the show. I feel like we've known each
other for twenty plus years, which we have.
Speaker 3 (15:05):
Yeah, we definitely have. And again, like I said, you
were one of my favorite professors. I learned a great
deal of information from you in a very fast paced course.
Doctor Linehand, I want to talk about your education journey.
Yet have many degrees from a major in biology and
mathematics to chiropractic to pH ds in neurosurgery and law
and electrophysiology, and you even have an MBA, So I
(15:28):
want to touch on your academic journey. Can you Can
you share a little bit of that with us?
Speaker 6 (15:34):
Yeah?
Speaker 4 (15:34):
So I went to university like everybody else. The only
thing I had might be a little bit different is
I had done my math degree pretty much in high school.
I'm good at math, it just makes sense in my
brain somehow, and not so good in the other things.
But in math and that I was good at. So
I went to ELOI Wesleyan, which is a great university
(15:55):
in middle of Illinois, and did my stuff and I
got hurt wrestling and a chiropractor helped me. So I thought,
you know, I'll go do chiropractice. That seemed like a
good thing to do, and so I went to Palmer,
which is in Davenport, Iowa, did really well. I think
I graduated Valle Victorian and got a bunch of awards
(16:17):
or things like that. It's been so long now I
can't remember all that stuff right. And then right after Palmer,
I got a scholarship to move to the UK. And
actually it's kind of a funny story. My wife and
I were traveling around she wasn't my wife at the time.
We were looking at Edinburgh, Glasgow, Cambridge, Oxford, London. I
(16:39):
could choose one of those schools to go to, and
we were driving between Glasgow and Edinburgh. Your a story, Adam,
but we're driving between them and literally we drove underneath
a rainbow in Sterling and I just looked at her, Right,
We're moving to Scotland. That was the whole thing. So
that's kind of how this whole journey began, and so
we moved to Edinburgh and I started my my first
(17:00):
PhD there and that was in neurosurgery, actually perfer neary surgery,
and I was working in as a chiropractor and in
the NHS providing care, just doing those things and it's
not really related to my academics. But at the same
time I started a private healthcare company and this was in.
Speaker 7 (17:20):
The nineteen nineties. I raised tons and tons of money.
Ten million pounds, which was nineteen ninety for me, was
in the world, right, It was a ton of money.
Started a healthcare business where if people gave me cash,
I got them into the system and could get them
care right away instead of having to wait forty eight
months for an MRI or sixteen months to see me.
Speaker 4 (17:43):
And that business was kind of as successful. I lost everything,
Like I lost all the money. I went from one
employee to one hundred and fifty employee to twenty locations
across Europe and a year and a half. And I
didn't realize at the time cash flow and profit and
loss were different, and I just assumed everyone was going
to work like me, and you know that obviously didn't happen.
(18:06):
In the business. So when you talked about the NBA,
that was my real NBA in life, to say, hey,
look at managing complex organizations. You didn't learn that at
Mede at the school, right, And so I did that.
I finished my PhD, I finished my other PhD. And
at that moment in time, that was about ten or
(18:27):
eleven years into it, my wife wanted to move back
to the States, mostly because we wanted our children to
learn to play baseball and not cricket. And I know
you're kind of laughed at that, but it's kind of
true in that that's we really wanted them to play baseball.
By the way, and my boys are gonna hate me
for saying this. They are the worst baseball players you've
ever seen. I think I was embarrassing as a dad
(18:49):
to try to teach them baseball. Now, any sport where
you hit somebody the greater a little ball, golf, tennis, baseball,
they were atrocious.
Speaker 3 (18:56):
The wrestlers too, right, the wrestlers.
Speaker 4 (18:58):
Restaurants do mma play be So I think the aggressive
sports they're really good at, but the baseball not so much.
And I loved baseball was my sport, but they weren't
so good. At it, but we moved back to States.
I worked at WashU in spinal cord injury with Joctor
McDonald's and a busy, busy practice there. But I realized
(19:19):
really quickly I wasn't going to be you know, it's
tough to move up in a really large, well established
university system, and so at that time I decided to
move to Toro in New York. And so I moved
to New York. I was just hired as what I
taught you, neuroanatomy. I was hired to do neuroanatomy. Within
(19:39):
a year because of my business experience, I think I
was promoted to director of all the clinics, and then
I was two years later, I was promoted to dean,
and so as dean and I'm in New York and
my wife and kids are in Saint Louis. I had
nothing to do at night, so I was able to
go to law school for free. Keep me out of trouble.
(20:01):
I decided to go to law school and get a
law degree. And that was maybe if we ever come
back on the show, or I come back again, I'll
tell you about some of those experiences in law school.
But you know I did that got going. And part
of the deal of running a medical school in Harlem
was we were trying to get more people from underserved
(20:23):
communities into medical education, and we weren't doing a very
good job. When I kind of came out, we had
about three percent what we classified as underrepresented minorities. Now
we don't talk too much about that today, we talked
about socioeconomic status, but that's what we were measuring at
the time, and we were about three percent. And what
I started to realize when we looked at the data,
and I was just looking at the data, that the
(20:45):
verbal score really had no bearing on how well the
student did on the boards or what practice they went into.
But it had a very big impact on the black
and Hispanic community, especially the non English speaking of his
span community, were trying to get into medical school. And
so we became the first medical school to get rid
of the verbal school, and then the number of students
(21:08):
that became applicable to come into medical school was an
increasing not at the same time, I'm teaching just like
I was teaching you, And you're gonna appreciate this, because
I'm sure you saw me got mad at class once
in a while. I was teaching a class on the
echoe and I was I was teaching class and the
blood supply to the brain and talking about a patient
(21:32):
that was coming in, and I think, you know what,
I know, you got to take a break here. That's
probably a great place to stop and then carry on
how this whole system came about because it really is
based on the blood supply.
Speaker 7 (21:42):
To the brain.
Speaker 3 (21:43):
That's really yeah, let's get let's get back into that
right after break. You're exactly right, we gotta take a break.
I'm talking with doctor David Lenna Han and uh and
we're going to get back into this. And you're listening
to the Doctor Bob Martin shoe.
Speaker 4 (22:00):
Are you waiting on a line?
Speaker 7 (22:01):
Next stake?
Speaker 5 (22:03):
On the Perfect Night?
Speaker 4 (22:06):
How are you waiting to the time is right?
Speaker 3 (22:12):
Welcome back, Doctor Adam Brockman here, and you're tuned into
Health Talk America's The Doctor Bob Martin Show. As we're
navigating today's conversation with doctor Lenahan, I also want to
remind you about our incredible listener resources, one being our
email health question for him. If you've got a health
question or a topic that you'd love us to explore,
all you gotta do is head over to doctor bob
dot com and submit your question through our easy to
(22:33):
use form. That's doctor bob dot com spelling out the
word doctor d O C t O R bob dot com.
All right, doctor Lenahan, let's get back in a's conversation.
Before the break, you were you were giving an interesting story,
and I want you to just pick up where you
left off. You don't mind.
Speaker 4 (22:48):
Yeah, So we were talking about the blood supply to
the brain. And one of the things that was really
interesting to get medical students to go to class is
hard and and so like the class before me was smarmacology,
and you know, it'd be a smattering of kids. The
class after me was biokim, there'd be a smattery kids.
(23:08):
But I always had a full class, Like everyone came
to my class, like one hundred and fifty students. And
I remember this day because the Armed Services medical students
were in the class with me. And so there's I
got two hundred plus students in this room. I'm lecturing
and I'm talking about the blood stuff flying to the brain.
Two albums talking about the anterior middle poster HEI, which
(23:29):
is the back blood supply, and what they do and
the functions but at the end of the class, I go,
all right, here's a set of symptoms. You're working in
the emergency room, and the patient comes in with these symptoms,
which vessel got damaged front, middle, back, And then I
made up a fourth answer, just just some cramp answer,
and I ended up like we had those student response
(23:50):
systems where they answered on a little clicker thing, and
I ended up getting twenty five percent front, twenty five
percent middle, twenty five percent back, twenty five percent made
up in two. If you kind of follow that, you
realize that the students had no idea what the answer was.
That just random noise. And I got mad, and I go,
look at this is important. You were going to see
(24:11):
this patient next year, all of them, and if you
don't get it right, you're going to kill something. This
is a zero failure type of thing. And so I go,
all right, you got two minutes to figure this out.
And you hear the class go crazy and they start,
you know, figuring it out, And a couple of minutes
later I asked him and everyone then got it right.
Because eighty percent of the strokes happened in the middle park.
(24:34):
So even if you don't know, you should guess that,
and man, I'll tell you Adam. I walked out of
the classroom. I was hot. I'm like, how can you guys?
You know what's going on? This is this is craziness.
And I thought, you know, there's only two explanations here.
One these kids are too stupid to understand a really
smart guy like me, right, I mean, I'm a genius.
I went to Edinburgh, I got PhDs, big clinics or
(24:57):
by the way, that's not the answer. Or what if
I'm not a very good teacher. I'm entertaining students like
coming to my class, but I'm not teaching them the
important stuff. And that's a very difficult reality when you're
faced with it to handle as a professor. And so
what I did was like, all right, this is probably
(25:18):
me now, and so it is. I started recording the
lecture on tape and I put it up on blackboard,
which is a student system that we had back then,
and I go, guys, just listen to my lecture and
then when you come to class, we're just going to
work through clinical problems. Students loved it. They really liked
that type of approach. It wasn't just them listening to me.
Drone on in class, and that became the genesis of
(25:40):
what we were talking about. And so the students started
coming to class. The other professors started to see what
I was doing, and they started doing it. And what
happened was as we did it more and more, we
started collecting more and more data. Every time they would
answer something in the class, how long it took of
what was going on? And I started collecting all this data,
(26:02):
and what we started to realize is students, it sounds
like this happened in a very compressed time, but this
is over years, right. I mean, I'm looking at this
stuff trying to figure out what it says. And I
realized that students behave like equity markets. That was kind
of the premise that when you look at large data sets,
there are common key things that happen in them. And
what I did was I started taking what we what
(26:24):
we call e trade I use their equity yield spread curves,
and I built regression formulas down on these students, and
I started to be able to predict how they were
going to do on the US boards and what residency
they were likely to get. That proved to be highly successful.
Accurate NBC notice and then I met my partner, Daniel Pianco,
(26:46):
who was working for University Ventures, and he was looking
at something at something else in tow and kind of
saw what I was doing because he was David, you
realize there's like a ten billion dollar industry out there
of people trying to do this. And at the time
I was, I was writing the Python script. I wouldn't
use Python now, but I was writing the Python script.
I was differentiating equations, and I'm like, now, I don't
(27:07):
know that, I'm just doing it myself. And he kept asking,
why don't you leave and help us build an education division,
And I was just finishing my law degree and that stuff,
and I thought, you know what, probably a time to
do this. So I left Borrow, which is I think
one of the greatest jobs I've had is great school.
(27:27):
Nothing bad to say about it at all. My mentor
I told him, he you know, wished me well, and
I left and went in the venture capital kind of speak,
and we acquired a US medical school, which allowed us
to be able to really expand this thing. And while
I was doing that, I decided to go get my
NBA at Cambridge because I had done some work done
there so that that kind of all is how the
(27:49):
education came about because doing the analytics got me notice
note getting noticed got me into Cambridge and kind of
the rest is industry from my academic side of things.
M So, so we're talking about you starting tiber Health
and I wanted I wanted you to get in that
a little bit more. Why did you start tiber Health?
(28:12):
And you gave a little bit of background of you know,
with the venture capitalism and and everything and and.
Speaker 3 (28:18):
So, so explain explain that a little bit more for
our listeners.
Speaker 4 (28:21):
Yeah, so we're what we call a uh social benefit company. Well,
a social benefit company is is We're not a not
for profit by the way, not for profits making more
money than anybody else. I mean they make tons of money,
and we're not a for profit. We're what we call
the nan for profit where we pay taxes. But I
can tell my board to say, look at we could
(28:44):
have made a million dollars this year, but we're only
going to make five hundred thousands, and the other five
hundred thousand I'm going to give to some social benefits, education, scholarship,
whatever it happens to me. And I don't get in
trouble for being CEO and not maxim profits, which is
what you're supposed to do as a CEO of company.
And so that gave me a lot of flexibility. And
(29:05):
I told Dan, You're like, look it, we can do
all this stuff. We can standardize medical education across the globe,
which is what we want to do, but I need
to have a medical school. And I remember him telling
me at dinner, He's like, that's crazy, date, No one
can do that, right, And I'm like, let's give it
a try. You know, I've already taken the jump off
the diving board. Let's see if we can do this.
(29:26):
And I really think because of the analytics and the
ability to predict how to do this, we got permission
to acquire a medical school now that's in Puerto Rico.
Puerto Rico is part of the United States as part
of the US medical education system, and so we acquired it.
And the whole premise of what we're trying to do
(29:47):
is one standardized medical education across the globe. Two give
students who come from areas where there's healthcare discrepancies. Usually
these are lower socio economic places, not only in the
United States, but globally, give them an opportunity to get
into medical school and graduate. And I kind of call
(30:08):
this the Dorothy approach. Dorothy as a Wizard of Oz.
There's no place like home, and the idea is that
if you take students from areas of need, they're much
more likely to go back into those areas in practice.
And for twenty years that's been my hypothesis on how
we're going to solve the healthcare crisises that we have
(30:29):
in America and globally.
Speaker 3 (30:31):
Yeah, that's a great point. I want to come back
to that about these underserved, underserved places, you know, whether
that's in the US or it's it's Puerto Rico, wherever
it might be. So we're talking with doctor David lenna
Han and he's explaining the US medical care system and
in the education system.
Speaker 2 (30:49):
We'll be right back.
Speaker 3 (30:50):
You're listening to the doctor, Bob Martin Joe.
Speaker 8 (31:01):
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Speaker 3 (34:03):
Saw your Dad.
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The bus numba sign.
Speaker 6 (34:17):
One single.
Speaker 3 (34:25):
Welcome back, Doctor Adam Brockman here as we returned to
the Doctor Bob Martin Show, America's number one health talk
radio program. We're going back day's conversation with doctor Lenahan,
but I also want to remind you that your health
journey continues even more off air. First, our physician team
is always available at eight hundred six zero six eight
eight two to two for your health questions. That's eight
hundred six zero six eight eight two to two. Second,
(34:47):
don't forget. You can access our entire podcast library anytime
at doctor bob dot com. We listen to your favorite episodes,
catch up on shows you've missed, or discover new health
insights anytime at doctor bob dot com. All right, let's
a bag day's conversation Doctor Lenahan. Before the break, we
were talking about underserved areas and why that's so important.
So why is understanding the patient base is so important
(35:10):
in these underserved areas.
Speaker 4 (35:12):
Yeah, so I'm going to talk about the vaccines during
COVID and a lot, a lot of uptake in vaccines,
especially in lower socio economic background areas was real well,
and I think the reality is that a lot of
those areas don't have community physicians. There's not a lot
of doctors in those areas. We're in Puerto Rico after
(35:34):
Hurricane Maria, we did a very big impact on getting
our medical students and doctors into the community. And so
for four years we had been involved in these communities
that normally didn't have a lot of physician base. But
because we were there and we were we were talking
about the importance of doing things like this and how
(35:55):
to manage your health. We had a much higher uptake
of vac administration than the rest of the United States.
And I think that is exactly because we were able
to build the trust with the community that typically did
not have a large healthcare population. Now you take that
out to the United States and what I call is
(36:16):
before the segment was the Dorothy aspect. There's no place
like home. In order to solve these problems and improve
the healthcare of these communities, you got to get doctors
into those communities. The only real way to get doctors
in those communities is to take people, to take students
from those areas, and hypothesis is that they're going to
likely go back to those areas. And I'll give a
great example. I have two boys. They're both doctors now.
(36:39):
They're fantastic first year residents, so very prominent, but they're
not going to go practice in Harlem. They're not going
to practice in East Saint Louis. And it's not that
they don't care. I truly believe they want to help
as many people as they can, but it's not part
of their culture, it's not part of their life experience.
Because of that, they're not going to go into these
areas in practice. To solve the problem, you have to
(37:02):
take people from those areas, and they're going to be
more likely after they finish their residency or whatever, and
go back into those communities in practice. And I think
we've got some really good anecdotal evidence because we're seeing
that as students graduate from PONCE and they go out
and practice, they finish their residency, maybe pay their loans
back they come back to Puerto Rico or in Saint Louis.
We're open to do the same thing in North Saint Louis.
(37:25):
And so that's something that we do that's very different
is that you have to take these students to do that.
And what drives it is that analytics stuff we talked
about in the beginning. That analytics stuff allows us to
start predicting how the students are going to do in
medical school. And if I kind of know how they're
going to do, then I can alter my admissions to
(37:45):
make sure we're selecting those students from those areas. Again,
that's very different than all the other medical schools. And
by the way, I'm not trying to say anything bad
against anybody, because you still need the Northwesterns and the Yales.
You got to have the cardiothoracic surgeons and the brain
surgeons and and all these other things. It's just we
go after in different subpopulation to try to solve a
(38:08):
different problem in the US healthcare system. And I think
because we're that social benefit company, because this is what
we're trying to do, I think we're having a significant
impact on health not only Puerto Rico, but the rest
of the United States.
Speaker 6 (38:22):
Mm hmm. Yeah.
Speaker 3 (38:23):
I love that, and I think that's going to hit
close to home for for for many listeners. It's that
cultural understanding. It's not we're talking about science, but we're
determining that success in underserved areas in healthcare. And I
think that's amazing. Uh, you know, and I want to
switch gears. We only got a little bit left, doctor Lennahan,
So I want to switch gears. Here you were, you
(38:43):
were telling me about, uh, what I found very interesting.
That was Consumer Electronics show and uh and and something
that that I really enjoy is the advances in healthcare
and the technology associated with So I want to you
mentioned this that these like these genome sequencing systems. I
want you to explo I mean, just in a couple
of minutes what that is and what can we expect
(39:04):
in America and everywhere.
Speaker 4 (39:06):
I just got selected to go to the Computer Electronic show.
You have to apply to this thing. And it's all
the new technologies that's coming out, from drones to tractors
for farming. But there was a whole section, I mean,
like the whole hotel of the Venetian of healthcare. And
one of the things I saw which I thought was
interesting was this thing called a crisper, which allows you
(39:27):
to sequence your own DNA. And it was expensive. It
was five thousand dollars. But just think someone, there's people
out there that can afford five thousand dollars and this,
and now you can start sequencing your own DNA. And
at the time, I was talking to my wife Karen,
and on my screen saver was a penguin, and I
(39:47):
even I said to her, I go, you know, I
bet in ten years time you'll be able to clone
your own pet. And she's like, oh, that's silly. Now,
you know I can't do that. And then I thought,
you know, think about fifteen, twenty years or thirty years
ago with Starch when Captain Kirk had the little communicator.
Now we all have phones. I would you know, these
are the things that can happen without you realizing that
(40:09):
they're coming. And that's that's the most exciting thing about healthcare.
Speaker 6 (40:13):
We all need it.
Speaker 4 (40:14):
It's advancing at a huge rate. It's the largest economy
on the planet and meaning that it's the largest business
in the entire world, and so to see these advancements
is spectacular, and then I bet we could do a
whole three hour show and just some of the things
I saw at the computer electronsic but that was really
neat to me.
Speaker 2 (40:34):
Yeah, yeah, I think I think it's fascinating.
Speaker 3 (40:36):
It's you know, I love this health technology, and I
think it's going to be a big push over the
next few few years to see exactly what we can
make a monitor on ourselves at home. So again, folks,
we gotta take a We got to take a quick break.
I'm gonna be right back with doctor David Lennahan. You're
listening to the Doctor Bob Martin Show. Are you tired
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Speaker 2 (42:58):
Today run, I'm running.
Speaker 6 (43:28):
Side.
Speaker 3 (43:30):
Welcome back. You're listening to the Doctor Bob Martin Show
presented by Health Talk America. I'm doctor Adam Brockman, and
today we've had doctor David Lenahan, who is the co
founding CEO of Tiber Health. He was also the dean
of Turow Osteopathic School in New York and the president
current president of Ponce Health Sciences University in Puerto Rico.
(43:53):
And doctor doctor Lenahan, You've taken us on a really
great journey today from we're talking about from Edinburgh to
the classrooms of Touro and also how we're training the
next generation of doctors. Today, as we're closing, I want
you to leave our listeners with this question, if you
could speak directly to the next generation of future doctors
(44:17):
and even the healthcare innovators that are listening right now,
Those that are just starting out, perhaps uncertain of what
path they want to take. What single lesson or guidance
principle would you want them to know and hold on
to for the road ahead.
Speaker 6 (44:32):
Yeah.
Speaker 4 (44:33):
Probably. I'm going to speak to the parents of students
who want to be doctors. And if you come from
a poorer community, a lower socio economic farm community or
inner city, and your child goes to college and gets
seasoned their freshman year, that does not mean you cannot
be a doctor. You can most certainly be a doctor.
(44:55):
Do not listen listen to the admissions committees that are
the admission counselors that school. Find a school that understands
what you bring that you might not have had all
the stuff in high school, so you struggled a little
bit freshman year at university. Get better grades sophomore year,
get better grades junior year and senior year, and try
(45:16):
to be a doctor. There is a pathway do it
because America needs you to do it if we really
want to try to improve our national health system.
Speaker 3 (45:26):
Mm hmmm, well, doctor, doctor Linnhanna, thank you for today
sharing your your insights and your wisdoms your health. You
know your academic journey, I think it's a reminder that
the real progress in medicine comes not from just the
data in the devices, but also through through your heart,
(45:47):
your humility, and then your desire to keep learning like
you just mentioned there, and also for the for the listeners,
remember every great change in health begins with education. That
means yours, your families or even your communities. So if
you keep learning, you keep questioning, and never be afraid
to innovate from a place of compassion. Like doctor Lennahannah's that,
(46:10):
I'm doctor Adam Brockman, and this is Health Talk America's
The Doctor Bob Martin Show, where health gets personal progress
is purposeful in every conversation like today's moves us closer
to a healthier tomorrow. Until next time, stay curious, keep learning,
and as always, stay healthy thanks to
Welcome to the number one radio health talk show in America,
The Doctor Bob Martin Show. Doctor Martin is a chiropractic physician,
a Board certified clinical nutritionist, and diplomat of the American
Academy of Anti Aging Medicine. The information presented on this
show is educational in nature. Please consult your personal healthcare
provider regarding health issues. You may have got a health
(00:32):
related problem or challenge, not feeling well, and you just
don't know where to turner what to do. Doctor Bob
Martin is here for you and will do his very
best to answer your health question. The tone free number
to ask Doctor Martin a health question or to make
a health related comment is eight hundred six oh six
eighty eight twenty two. Eight hundred six oh six eighty
(00:52):
eight twenty two. That's eight hundred six zero six eighty
eight twenty two. It's the Doctor Bob Martin and Show.
Speaker 2 (01:01):
Good day.
Speaker 3 (01:01):
This is doctor Adam Brockman, and you're listening to Health
Talk America's The Doctor Bob Martin Show.
Speaker 2 (01:07):
Today we're going to tackle one of.
Speaker 3 (01:08):
The most important and least understood stories that are shaping
the future of health. And that's how we train those
who care for us. Every year, nearly a quarter million
News students step into the halls of medical, chiropractic, naturopathic,
osteopathic and nursing colleges. The bright minds of the future,
the eager hearts, and those a lifetime of service ahead
(01:31):
of these individuals. But as the healthcare landscape evolves faster
than ever through AI, telehealth, functional medicine, and also a
public wants to know more about what system of health
is in place. The question we must ask is this,
are we teaching tomorrow's healers to heal or just memorize protocols?
(01:52):
Because education, my friends, is the root system of healthcare.
If the learning framework is outdated, the fruit of that,
the clinical outcomes, the trust, the compassion, it all begins
to rot. So I want you to strap in. Over
the next hour, we're gonna journey across classrooms, clinics in
digital frontiers where America's next generation of medical doctors live.
(02:16):
And that's what the special guest today. I also invite
your questions in participation, call to join in the conversation
at eight hundred six zero six eighty two two. That's
eight hundred six zero six eight eighty two two, or
by visiting our website at doctor bob dot com. That's
found out the word doctor doctrbob dot com. All right,
(02:36):
let's let's go ahead and talk about the US healthcare
education system. Now we're talking about this year twenty twenty six.
It sits as a defining crossroads for the healthcare system.
On one side stands the traditional research driven model, the
rich and rigor, structured in hierarchy and sometimes slow to change.
And on the other is a wave of innovation that's
(02:58):
driven by necessity. We have a populations, we have clinicians shortages,
we have mental health burnout, and even this huge influx
of information. This intersection of these pressures is forcing medical education.
And that's across the board. We're talking about the medical doctors,
the osteopathic doctors, the chiropractors, the nature paths, and the
(03:20):
nurse practitioners alike. We have to reinvent ourselves. And for
the first time in decades, that reinvention it feels possible.
If we're looking at at medical and osteopathic schools. The
artificial intelligence AI isn't isn't science fiction anymore. It's the
teaching assistant that's in the room, and according to recent
(03:40):
data from moment MD, both MD and DO programs are
embracing these AI power powered virtual patients for teaching this
digital stimulations that allow students to practice communication and empathy
and even diagnostic reasoning in safe and repeatable environments. Talking
about leading institutions like Harvard and the Philadelphia College of
(04:05):
Asciopathic Medicine, they've embedded AI modules directly into their core curriculum,
and that's teaching future doctors not just to how to
treat with technology, but also how to think alongside it.
And yet the shift it runs deeper than the devices.
Many programs are collapsing the traditional four year model into
(04:25):
three year tracks with service commitments in rule or underserved areas,
and that's a model that prioritizes access over prestige. These
innovations that are long overdue, aim not just to modernize medicine,
but to humanize it. And if we're looking at do
the osteopathic programs specifically this era, it starts to represent vindication.
(04:48):
Once seen as maybe second tier, osteopathic schools are now
the fastest growing branch of medical education in the country,
and their philosophy that treating the person, not the pathol
is finally resonating with this burnout healthcare workforce that's seeking
meaning over the mechanics. We're talking about integrative touch and
(05:09):
preventive focus, this whole system thinking, all concepts that echo
loudly in today's conversations about holistic care and personalized medicine.
The question now is will MD programs adopt more of
these principles or will do programs absorb the technology? The
technology that's out there the progress that MD institutions are
(05:30):
starting with. The answer likely somewhere in the middle, a
hybrid model that's driven by empathy and also efficiency. And meanwhile,
we're looking at nurse practitioners. They're rewriting the rules of access.
Nurse practitioner programs across the US have doubled enrollment since
twenty ten, and as of twenty six advanced practice nurses
(05:51):
deliver primary care to over one hundred million Americans, and
that is in particular rurle zones where mds are not
ready available. Their education is rapidly adapting as well, that
they do telehealth integrate to behavioral health training and leadership
modules on collaborative care. That these are now baseline requirements,
(06:14):
and that nurse practitioner model. It prioritizes continuity, staying with
patients across life stages, and it's redefining what frontline healthcare
really means. Yet this evolution hasn't been without friction. There's
ongoing tension with organized medicine about the scope of practice,
what states debate autonomy laws versus physician oversight. But instead
(06:40):
of seeing that as a turf war, let's see it
as an invitation, a chance to redesign systems where collaboration
and not control is the goal. Patient want teams and
not titles. Now let's look at chiropractors. This is something
that I know all too well, and doctor Bob as well.
We're talking about twenty two twenty six marks both opportunity
(07:02):
and challenge. Once just looked at as spine specialists, chiropractors
now today operate in multidisciplinary settings, integrating rehabilitation, in sports medicine, neurology,
and even regendave care, and the Cancel on Chiropractic education
has updated program standards to emphasize this evidence literacy. In
these inter professional integration and modern dcs, they graduate not
(07:26):
just learning adjustments, but also to read MRIs and interpret
lab work and coordating care alongside mds, MPs, nurse practitioners,
and so now let's talk also about where naturopathic medicine,
that natural medicine is rising known as you might see
the title of an ND that's a doctor in atropathy.
(07:46):
That's something I'm also familiar with, as that is another
doctor that I hold. It's a small but it's a
rapidly maturing segment of the US healthcare education system and
once thought of as more fringe. Now in d's nature
pathic doctors are finding that legitimacy through outcome data that's
(08:07):
showing patient satisfaction and reduced chronic disease burden and also
lower prescription reliance. We got schools like National University in
Chicago that are investing heavily in this cross disciplinary research.
And it combines that ancient healing wisdom with modern biochemical
insight today's nature pathic curriculum, and integrates pharmacology with herbal medicine,
(08:31):
and biochemistry with yoga in canceling with genetics. We're talking
about a lot of different things going on across these disciplines.
One number still sticks out, and that's debt. The average
medical graduate now shoulders over two hundred thousand loans, and
we're talking about often sometimes these are outside the federal
(08:52):
loan forgiveness, So it's that it's a high relative loan
to income ratio. And so we need these forward thinking
institutions to respond some link this tuition forgiveness to service
in high k need communities, rural communities. Others experiment with
subscription tuition models or paid clinical rotations, but policymakers must
(09:14):
step in two. We can't just patch the leaking pipes
of affordability. We must rebuild that foundation. Healthcare access begins
with educational access. So if we're looking at this and
amid all this progress, this quieter cross crisis starts to
brew the loss of joy in that healing profession that
we have to we have to look at that the
(09:35):
burnout rates among residents and practicing providers alike. So this
pipeline is not just for numbers, it's also for morale.
Students need to see role models that are thriving out
there in the professions, not just surviving mentorship and proferson
personal development, the mind, body balance, the purpose, integration, service
learning must all beeed be viewed in that clinical clinical
(09:58):
realm as well not just elected. So the path forward
at the heart of this healthcare education is not just
about producing experts. It's about cultivating stewards of life. Every MD, DO, DC,
and D and MP carries that same oath, spoken in
different dialects, to serve and do no harm, and to
learn without ceasing. But to honor that oath, we must
(10:19):
rebuild the bridge between knowledge and wisdom. And as we're
heading deeper into twenty twenty six, the challenges of our deans,
the policymakers, and professional boards are there to think beyond
just the statistics. Well, let's ensure that our classrooms, digital
and physical rekindle what first drew each of us to
this calling. And that's the miracle of helping another human
(10:39):
being heal. Because if we're going to teach that truth, well,
the rest of the health in medicine will take care
of itself, all right. And so after the break, we're
going to be here with a very special guest. It's
a great friend and actually one of my professors. It's
doctor David Lenihan. We'll be right back. You're listening to
the Doctor Bob Martin Show. If you are retired to
(11:01):
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Speaker 5 (11:59):
Welcome now, week even now, Dubo. Welcome show me what
you do now, Tweedle Dubo.
Speaker 3 (12:21):
Welcome back to Health Talk America's the Doctor Bob Martin Show,
and as promised, today we have a special guest. We're
going to dive more into today's healthcare system and we're
going to talk about innovation, uh the education, and the
transformation at the very front lines of healthcare in the
US and globally. Our special guest is someone that is
(12:42):
defining how doctors of the future learn, think, and heal.
It's doctor David Lenahan. He's my guest today and he's
shaping the world of medical education. As the co founding
CEO of tiber Health in the president of Ponce Health
Sciences University, Doctor Lenahan has made it his mission to
change medical training for the next generation of learners. Imagine
(13:04):
a classroom that adapts to every student strength in the
learning style and that's in real time. That's the world
doctor Lenahan is building. He started this movement by flipping
the classroom and bringing lectures online and making class time
an interactive journey of discovery, if you will. Then he
took it a step further developed a dynamic, personalized curriculum
(13:28):
that tied is tied to continuous assessment. And we're not
talking about just for students, we're talking about for the
educators as well. So this is a relentless pursuit of
improvement that's changing outcomes and healthcare worldwide, and it's helping
students succeed earlier, faster, in with greater confidence. And Doctor
Lenahan's credentials they read like a roadmap of excellence. He's
(13:51):
got a PhD in peripheral neurosurgery from the University of Edinburgh.
He's a Doctor of Chiropractic, a jurist doctor with basically
a law degree and an MBA from Cambridge. He's published
over twenty peer reviewed papers and it's earned recognition in
outlets like US News, Forbes, and Medscape. And he continues
(14:13):
to pioneer methods that merge neuroscience, technology and education into
one force. And he also happens to be one of
my former professors, and at that time he taught our
generation neuroanatomy and he also expanded the healthcare curriculum at
that time. He was a favorite professor of mine. He
had a very fast paced course in neuroanatomy obviously, so
(14:38):
maybe he was trying to retrain our neurons in the
synapses at that time. So today we're going to explore
how doctor Lenahan's bold vision is reshaping the medical landscape
and redefining what's possible in health science, and that's across
the globe. With that, I want to welcome doctor Lenahan
to the Doctor Bob Martin Show. How are you today?
Doctor Lenahan?
Speaker 4 (14:58):
Doing great, Adam, and call me to even for the
rest of the show. I feel like we've known each
other for twenty plus years, which we have.
Speaker 3 (15:05):
Yeah, we definitely have. And again, like I said, you
were one of my favorite professors. I learned a great
deal of information from you in a very fast paced course.
Doctor Linehand, I want to talk about your education journey.
Yet have many degrees from a major in biology and
mathematics to chiropractic to pH ds in neurosurgery and law
and electrophysiology, and you even have an MBA, So I
(15:28):
want to touch on your academic journey. Can you Can
you share a little bit of that with us?
Speaker 6 (15:34):
Yeah?
Speaker 4 (15:34):
So I went to university like everybody else. The only
thing I had might be a little bit different is
I had done my math degree pretty much in high school.
I'm good at math, it just makes sense in my
brain somehow, and not so good in the other things.
But in math and that I was good at. So
I went to ELOI Wesleyan, which is a great university
(15:55):
in middle of Illinois, and did my stuff and I
got hurt wrestling and a chiropractor helped me. So I thought,
you know, I'll go do chiropractice. That seemed like a
good thing to do, and so I went to Palmer,
which is in Davenport, Iowa, did really well. I think
I graduated Valle Victorian and got a bunch of awards
(16:17):
or things like that. It's been so long now I
can't remember all that stuff right. And then right after Palmer,
I got a scholarship to move to the UK. And
actually it's kind of a funny story. My wife and
I were traveling around she wasn't my wife at the time.
We were looking at Edinburgh, Glasgow, Cambridge, Oxford, London. I
(16:39):
could choose one of those schools to go to, and
we were driving between Glasgow and Edinburgh. Your a story, Adam,
but we're driving between them and literally we drove underneath
a rainbow in Sterling and I just looked at her, Right,
We're moving to Scotland. That was the whole thing. So
that's kind of how this whole journey began, and so
we moved to Edinburgh and I started my my first
(17:00):
PhD there and that was in neurosurgery, actually perfer neary surgery,
and I was working in as a chiropractor and in
the NHS providing care, just doing those things and it's
not really related to my academics. But at the same
time I started a private healthcare company and this was in.
Speaker 7 (17:20):
The nineteen nineties. I raised tons and tons of money.
Ten million pounds, which was nineteen ninety for me, was
in the world, right, It was a ton of money.
Started a healthcare business where if people gave me cash,
I got them into the system and could get them
care right away instead of having to wait forty eight
months for an MRI or sixteen months to see me.
Speaker 4 (17:43):
And that business was kind of as successful. I lost everything,
Like I lost all the money. I went from one
employee to one hundred and fifty employee to twenty locations
across Europe and a year and a half. And I
didn't realize at the time cash flow and profit and
loss were different, and I just assumed everyone was going
to work like me, and you know that obviously didn't happen.
(18:06):
In the business. So when you talked about the NBA,
that was my real NBA in life, to say, hey,
look at managing complex organizations. You didn't learn that at
Mede at the school, right, And so I did that.
I finished my PhD, I finished my other PhD. And
at that moment in time, that was about ten or
(18:27):
eleven years into it, my wife wanted to move back
to the States, mostly because we wanted our children to
learn to play baseball and not cricket. And I know
you're kind of laughed at that, but it's kind of
true in that that's we really wanted them to play baseball.
By the way, and my boys are gonna hate me
for saying this. They are the worst baseball players you've
ever seen. I think I was embarrassing as a dad
(18:49):
to try to teach them baseball. Now, any sport where
you hit somebody the greater a little ball, golf, tennis, baseball,
they were atrocious.
Speaker 3 (18:56):
The wrestlers too, right, the wrestlers.
Speaker 4 (18:58):
Restaurants do mma play be So I think the aggressive
sports they're really good at, but the baseball not so much.
And I loved baseball was my sport, but they weren't
so good. At it, but we moved back to States.
I worked at WashU in spinal cord injury with Joctor
McDonald's and a busy, busy practice there. But I realized
(19:19):
really quickly I wasn't going to be you know, it's
tough to move up in a really large, well established
university system, and so at that time I decided to
move to Toro in New York. And so I moved
to New York. I was just hired as what I
taught you, neuroanatomy. I was hired to do neuroanatomy. Within
(19:39):
a year because of my business experience, I think I
was promoted to director of all the clinics, and then
I was two years later, I was promoted to dean,
and so as dean and I'm in New York and
my wife and kids are in Saint Louis. I had
nothing to do at night, so I was able to
go to law school for free. Keep me out of trouble.
(20:01):
I decided to go to law school and get a
law degree. And that was maybe if we ever come
back on the show, or I come back again, I'll
tell you about some of those experiences in law school.
But you know I did that got going. And part
of the deal of running a medical school in Harlem
was we were trying to get more people from underserved
(20:23):
communities into medical education, and we weren't doing a very
good job. When I kind of came out, we had
about three percent what we classified as underrepresented minorities. Now
we don't talk too much about that today, we talked
about socioeconomic status, but that's what we were measuring at
the time, and we were about three percent. And what
I started to realize when we looked at the data,
and I was just looking at the data, that the
(20:45):
verbal score really had no bearing on how well the
student did on the boards or what practice they went into.
But it had a very big impact on the black
and Hispanic community, especially the non English speaking of his
span community, were trying to get into medical school. And
so we became the first medical school to get rid
of the verbal school, and then the number of students
(21:08):
that became applicable to come into medical school was an
increasing not at the same time, I'm teaching just like
I was teaching you, And you're gonna appreciate this, because
I'm sure you saw me got mad at class once
in a while. I was teaching a class on the
echoe and I was I was teaching class and the
blood supply to the brain and talking about a patient
(21:32):
that was coming in, and I think, you know what,
I know, you got to take a break here. That's
probably a great place to stop and then carry on
how this whole system came about because it really is
based on the blood supply.
Speaker 7 (21:42):
To the brain.
Speaker 3 (21:43):
That's really yeah, let's get let's get back into that
right after break. You're exactly right, we gotta take a break.
I'm talking with doctor David Lenna Han and uh and
we're going to get back into this. And you're listening
to the Doctor Bob Martin shoe.
Speaker 4 (22:00):
Are you waiting on a line?
Speaker 7 (22:01):
Next stake?
Speaker 5 (22:03):
On the Perfect Night?
Speaker 4 (22:06):
How are you waiting to the time is right?
Speaker 3 (22:12):
Welcome back, Doctor Adam Brockman here, and you're tuned into
Health Talk America's The Doctor Bob Martin Show. As we're
navigating today's conversation with doctor Lenahan, I also want to
remind you about our incredible listener resources, one being our
email health question for him. If you've got a health
question or a topic that you'd love us to explore,
all you gotta do is head over to doctor bob
dot com and submit your question through our easy to
(22:33):
use form. That's doctor bob dot com spelling out the
word doctor d O C t O R bob dot com.
All right, doctor Lenahan, let's get back in a's conversation.
Before the break, you were you were giving an interesting story,
and I want you to just pick up where you
left off. You don't mind.
Speaker 4 (22:48):
Yeah, So we were talking about the blood supply to
the brain. And one of the things that was really
interesting to get medical students to go to class is
hard and and so like the class before me was smarmacology,
and you know, it'd be a smattering of kids. The
class after me was biokim, there'd be a smattery kids.
(23:08):
But I always had a full class, Like everyone came
to my class, like one hundred and fifty students. And
I remember this day because the Armed Services medical students
were in the class with me. And so there's I
got two hundred plus students in this room. I'm lecturing
and I'm talking about the blood stuff flying to the brain.
Two albums talking about the anterior middle poster HEI, which
(23:29):
is the back blood supply, and what they do and
the functions but at the end of the class, I go,
all right, here's a set of symptoms. You're working in
the emergency room, and the patient comes in with these symptoms,
which vessel got damaged front, middle, back, And then I
made up a fourth answer, just just some cramp answer,
and I ended up like we had those student response
(23:50):
systems where they answered on a little clicker thing, and
I ended up getting twenty five percent front, twenty five
percent middle, twenty five percent back, twenty five percent made
up in two. If you kind of follow that, you
realize that the students had no idea what the answer was.
That just random noise. And I got mad, and I go,
look at this is important. You were going to see
(24:11):
this patient next year, all of them, and if you
don't get it right, you're going to kill something. This
is a zero failure type of thing. And so I go,
all right, you got two minutes to figure this out.
And you hear the class go crazy and they start,
you know, figuring it out, And a couple of minutes
later I asked him and everyone then got it right.
Because eighty percent of the strokes happened in the middle park.
(24:34):
So even if you don't know, you should guess that,
and man, I'll tell you Adam. I walked out of
the classroom. I was hot. I'm like, how can you guys?
You know what's going on? This is this is craziness.
And I thought, you know, there's only two explanations here.
One these kids are too stupid to understand a really
smart guy like me, right, I mean, I'm a genius.
I went to Edinburgh, I got PhDs, big clinics or
(24:57):
by the way, that's not the answer. Or what if
I'm not a very good teacher. I'm entertaining students like
coming to my class, but I'm not teaching them the
important stuff. And that's a very difficult reality when you're
faced with it to handle as a professor. And so
what I did was like, all right, this is probably
(25:18):
me now, and so it is. I started recording the
lecture on tape and I put it up on blackboard,
which is a student system that we had back then,
and I go, guys, just listen to my lecture and
then when you come to class, we're just going to
work through clinical problems. Students loved it. They really liked
that type of approach. It wasn't just them listening to me.
Drone on in class, and that became the genesis of
(25:40):
what we were talking about. And so the students started
coming to class. The other professors started to see what
I was doing, and they started doing it. And what
happened was as we did it more and more, we
started collecting more and more data. Every time they would
answer something in the class, how long it took of
what was going on? And I started collecting all this data,
(26:02):
and what we started to realize is students, it sounds
like this happened in a very compressed time, but this
is over years, right. I mean, I'm looking at this
stuff trying to figure out what it says. And I
realized that students behave like equity markets. That was kind
of the premise that when you look at large data sets,
there are common key things that happen in them. And
what I did was I started taking what we what
(26:24):
we call e trade I use their equity yield spread curves,
and I built regression formulas down on these students, and
I started to be able to predict how they were
going to do on the US boards and what residency
they were likely to get. That proved to be highly successful.
Accurate NBC notice and then I met my partner, Daniel Pianco,
(26:46):
who was working for University Ventures, and he was looking
at something at something else in tow and kind of
saw what I was doing because he was David, you
realize there's like a ten billion dollar industry out there
of people trying to do this. And at the time
I was, I was writing the Python script. I wouldn't
use Python now, but I was writing the Python script.
I was differentiating equations, and I'm like, now, I don't
(27:07):
know that, I'm just doing it myself. And he kept asking,
why don't you leave and help us build an education division,
And I was just finishing my law degree and that stuff,
and I thought, you know what, probably a time to
do this. So I left Borrow, which is I think
one of the greatest jobs I've had is great school.
(27:27):
Nothing bad to say about it at all. My mentor
I told him, he you know, wished me well, and
I left and went in the venture capital kind of speak,
and we acquired a US medical school, which allowed us
to be able to really expand this thing. And while
I was doing that, I decided to go get my
NBA at Cambridge because I had done some work done
there so that that kind of all is how the
(27:49):
education came about because doing the analytics got me notice
note getting noticed got me into Cambridge and kind of
the rest is industry from my academic side of things.
M So, so we're talking about you starting tiber Health
and I wanted I wanted you to get in that
a little bit more. Why did you start tiber Health?
(28:12):
And you gave a little bit of background of you know,
with the venture capitalism and and everything and and.
Speaker 3 (28:18):
So, so explain explain that a little bit more for
our listeners.
Speaker 4 (28:21):
Yeah, so we're what we call a uh social benefit company. Well,
a social benefit company is is We're not a not
for profit by the way, not for profits making more
money than anybody else. I mean they make tons of money,
and we're not a for profit. We're what we call
the nan for profit where we pay taxes. But I
can tell my board to say, look at we could
(28:44):
have made a million dollars this year, but we're only
going to make five hundred thousands, and the other five
hundred thousand I'm going to give to some social benefits, education, scholarship,
whatever it happens to me. And I don't get in
trouble for being CEO and not maxim profits, which is
what you're supposed to do as a CEO of company.
And so that gave me a lot of flexibility. And
(29:05):
I told Dan, You're like, look it, we can do
all this stuff. We can standardize medical education across the globe,
which is what we want to do, but I need
to have a medical school. And I remember him telling
me at dinner, He's like, that's crazy, date, No one
can do that, right, And I'm like, let's give it
a try. You know, I've already taken the jump off
the diving board. Let's see if we can do this.
(29:26):
And I really think because of the analytics and the
ability to predict how to do this, we got permission
to acquire a medical school now that's in Puerto Rico.
Puerto Rico is part of the United States as part
of the US medical education system, and so we acquired it.
And the whole premise of what we're trying to do
(29:47):
is one standardized medical education across the globe. Two give
students who come from areas where there's healthcare discrepancies. Usually
these are lower socio economic places, not only in the
United States, but globally, give them an opportunity to get
into medical school and graduate. And I kind of call
(30:08):
this the Dorothy approach. Dorothy as a Wizard of Oz.
There's no place like home, and the idea is that
if you take students from areas of need, they're much
more likely to go back into those areas in practice.
And for twenty years that's been my hypothesis on how
we're going to solve the healthcare crisises that we have
(30:29):
in America and globally.
Speaker 3 (30:31):
Yeah, that's a great point. I want to come back
to that about these underserved, underserved places, you know, whether
that's in the US or it's it's Puerto Rico, wherever
it might be. So we're talking with doctor David lenna
Han and he's explaining the US medical care system and
in the education system.
Speaker 2 (30:49):
We'll be right back.
Speaker 3 (30:50):
You're listening to the doctor, Bob Martin Joe.
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Speaker 3 (34:03):
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Welcome back, Doctor Adam Brockman here as we returned to
the Doctor Bob Martin Show, America's number one health talk
radio program. We're going back day's conversation with doctor Lenahan,
but I also want to remind you that your health
journey continues even more off air. First, our physician team
is always available at eight hundred six zero six eight
eight two to two for your health questions. That's eight
hundred six zero six eight eight two to two. Second,
(34:47):
don't forget. You can access our entire podcast library anytime
at doctor bob dot com. We listen to your favorite episodes,
catch up on shows you've missed, or discover new health
insights anytime at doctor bob dot com. All right, let's
a bag day's conversation Doctor Lenahan. Before the break, we
were talking about underserved areas and why that's so important.
So why is understanding the patient base is so important
(35:10):
in these underserved areas.
Speaker 4 (35:12):
Yeah, so I'm going to talk about the vaccines during
COVID and a lot, a lot of uptake in vaccines,
especially in lower socio economic background areas was real well,
and I think the reality is that a lot of
those areas don't have community physicians. There's not a lot
of doctors in those areas. We're in Puerto Rico after
(35:34):
Hurricane Maria, we did a very big impact on getting
our medical students and doctors into the community. And so
for four years we had been involved in these communities
that normally didn't have a lot of physician base. But
because we were there and we were we were talking
about the importance of doing things like this and how
(35:55):
to manage your health. We had a much higher uptake
of vac administration than the rest of the United States.
And I think that is exactly because we were able
to build the trust with the community that typically did
not have a large healthcare population. Now you take that
out to the United States and what I call is
(36:16):
before the segment was the Dorothy aspect. There's no place
like home. In order to solve these problems and improve
the healthcare of these communities, you got to get doctors
into those communities. The only real way to get doctors
in those communities is to take people, to take students
from those areas, and hypothesis is that they're going to
likely go back to those areas. And I'll give a
great example. I have two boys. They're both doctors now.
(36:39):
They're fantastic first year residents, so very prominent, but they're
not going to go practice in Harlem. They're not going
to practice in East Saint Louis. And it's not that
they don't care. I truly believe they want to help
as many people as they can, but it's not part
of their culture, it's not part of their life experience.
Because of that, they're not going to go into these
areas in practice. To solve the problem, you have to
(37:02):
take people from those areas, and they're going to be
more likely after they finish their residency or whatever, and
go back into those communities in practice. And I think
we've got some really good anecdotal evidence because we're seeing
that as students graduate from PONCE and they go out
and practice, they finish their residency, maybe pay their loans
back they come back to Puerto Rico or in Saint Louis.
We're open to do the same thing in North Saint Louis.
(37:25):
And so that's something that we do that's very different
is that you have to take these students to do that.
And what drives it is that analytics stuff we talked
about in the beginning. That analytics stuff allows us to
start predicting how the students are going to do in
medical school. And if I kind of know how they're
going to do, then I can alter my admissions to
(37:45):
make sure we're selecting those students from those areas. Again,
that's very different than all the other medical schools. And
by the way, I'm not trying to say anything bad
against anybody, because you still need the Northwesterns and the Yales.
You got to have the cardiothoracic surgeons and the brain
surgeons and and all these other things. It's just we
go after in different subpopulation to try to solve a
(38:08):
different problem in the US healthcare system. And I think
because we're that social benefit company, because this is what
we're trying to do, I think we're having a significant
impact on health not only Puerto Rico, but the rest
of the United States.
Speaker 6 (38:22):
Mm hmm. Yeah.
Speaker 3 (38:23):
I love that, and I think that's going to hit
close to home for for for many listeners. It's that
cultural understanding. It's not we're talking about science, but we're
determining that success in underserved areas in healthcare. And I
think that's amazing. Uh, you know, and I want to
switch gears. We only got a little bit left, doctor Lennahan,
So I want to switch gears. Here you were, you
(38:43):
were telling me about, uh, what I found very interesting.
That was Consumer Electronics show and uh and and something
that that I really enjoy is the advances in healthcare
and the technology associated with So I want to you
mentioned this that these like these genome sequencing systems. I
want you to explo I mean, just in a couple
of minutes what that is and what can we expect
(39:04):
in America and everywhere.
Speaker 4 (39:06):
I just got selected to go to the Computer Electronic show.
You have to apply to this thing. And it's all
the new technologies that's coming out, from drones to tractors
for farming. But there was a whole section, I mean,
like the whole hotel of the Venetian of healthcare. And
one of the things I saw which I thought was
interesting was this thing called a crisper, which allows you
(39:27):
to sequence your own DNA. And it was expensive. It
was five thousand dollars. But just think someone, there's people
out there that can afford five thousand dollars and this,
and now you can start sequencing your own DNA. And
at the time, I was talking to my wife Karen,
and on my screen saver was a penguin, and I
(39:47):
even I said to her, I go, you know, I
bet in ten years time you'll be able to clone
your own pet. And she's like, oh, that's silly. Now,
you know I can't do that. And then I thought,
you know, think about fifteen, twenty years or thirty years
ago with Starch when Captain Kirk had the little communicator.
Now we all have phones. I would you know, these
are the things that can happen without you realizing that
(40:09):
they're coming. And that's that's the most exciting thing about healthcare.
Speaker 6 (40:13):
We all need it.
Speaker 4 (40:14):
It's advancing at a huge rate. It's the largest economy
on the planet and meaning that it's the largest business
in the entire world, and so to see these advancements
is spectacular, and then I bet we could do a
whole three hour show and just some of the things
I saw at the computer electronsic but that was really
neat to me.
Speaker 2 (40:34):
Yeah, yeah, I think I think it's fascinating.
Speaker 3 (40:36):
It's you know, I love this health technology, and I
think it's going to be a big push over the
next few few years to see exactly what we can
make a monitor on ourselves at home. So again, folks,
we gotta take a We got to take a quick break.
I'm gonna be right back with doctor David Lennahan. You're
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(42:26):
antioxidant reserves. Oclumed supports natural repair compromised by age and
environmental stress, helping maintain cellular regeneration in structure for optimal
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(42:47):
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Speaker 2 (42:58):
Today run, I'm running.
Speaker 6 (43:28):
Side.
Speaker 3 (43:30):
Welcome back. You're listening to the Doctor Bob Martin Show
presented by Health Talk America. I'm doctor Adam Brockman, and
today we've had doctor David Lenahan, who is the co
founding CEO of Tiber Health. He was also the dean
of Turow Osteopathic School in New York and the president
current president of Ponce Health Sciences University in Puerto Rico.
(43:53):
And doctor doctor Lenahan, You've taken us on a really
great journey today from we're talking about from Edinburgh to
the classrooms of Touro and also how we're training the
next generation of doctors. Today, as we're closing, I want
you to leave our listeners with this question, if you
could speak directly to the next generation of future doctors
(44:17):
and even the healthcare innovators that are listening right now,
Those that are just starting out, perhaps uncertain of what
path they want to take. What single lesson or guidance
principle would you want them to know and hold on
to for the road ahead.
Speaker 6 (44:32):
Yeah.
Speaker 4 (44:33):
Probably. I'm going to speak to the parents of students
who want to be doctors. And if you come from
a poorer community, a lower socio economic farm community or
inner city, and your child goes to college and gets
seasoned their freshman year, that does not mean you cannot
be a doctor. You can most certainly be a doctor.
(44:55):
Do not listen listen to the admissions committees that are
the admission counselors that school. Find a school that understands
what you bring that you might not have had all
the stuff in high school, so you struggled a little
bit freshman year at university. Get better grades sophomore year,
get better grades junior year and senior year, and try
(45:16):
to be a doctor. There is a pathway do it
because America needs you to do it if we really
want to try to improve our national health system.
Speaker 3 (45:26):
Mm hmmm, well, doctor, doctor Linnhanna, thank you for today
sharing your your insights and your wisdoms your health. You
know your academic journey, I think it's a reminder that
the real progress in medicine comes not from just the
data in the devices, but also through through your heart,
(45:47):
your humility, and then your desire to keep learning like
you just mentioned there, and also for the for the listeners,
remember every great change in health begins with education. That
means yours, your families or even your communities. So if
you keep learning, you keep questioning, and never be afraid
to innovate from a place of compassion. Like doctor Lennahannah's that,
(46:10):
I'm doctor Adam Brockman, and this is Health Talk America's
The Doctor Bob Martin Show, where health gets personal progress
is purposeful in every conversation like today's moves us closer
to a healthier tomorrow. Until next time, stay curious, keep learning,
and as always, stay healthy thanks to
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