Why MedMathMindset exists
I built MedMathMindset after years of seeing capable healthcare learners struggle with mathematics that stood between them and goals they had worked hard to reach. Sometimes the barrier was program admission. Sometimes it was pharmacology, a module exam, a certification or board examination, or the pressure of having to work accurately with numbers when the stakes were high.
Those experiences convinced me that medical-math difficulty is rarely just about memorizing a formula. Number fluency, prior preparation, confidence, anxiety, practice design, time pressure, and the ability to recognize when an answer does not make sense can all influence performance.
Credentials and experience that shaped how I built MedMathMindset
My academic preparation includes multiple degrees in mathematics, a graduate degree in education technology, and a doctorate in health science. I am a tenured professor and have spent more than 11 years teaching pharmacology, patient/client assessment, and other healthcare courses in higher education.
I am also a paramedic with 18 years of flight-paramedic experience. Working in education and clinical practice has given me two different views of the same problem: learners need mathematical processes that are conceptually sound, and healthcare professionals need those processes to remain usable under real pressure.
These are my own academic and clinical credentials—the background I bring to the design of MedMathMindset.
Multiple degrees with a strong quantitative foundation
Graduate preparation focused on how people learn with technology
Doctoral preparation connecting education, evidence, and healthcare
18 years of flight-paramedic experience
The lessons matter more than the résumé
Alongside my teaching and clinical work, I have had the opportunity to help many healthcare students and working professionals strengthen the math skills they needed to pursue their goals: getting into programs, passing course or module exams, preparing for certification or board examinations, and becoming more comfortable with clinical calculations.
My credentials are useful context, but they are not the point. The point is what repeated work with learners has taught me: people often improve when the work becomes structured, the feedback is immediate, the practice is purposeful, and mistakes are treated as information rather than as proof that someone is “bad at math.”
MedMathMindset is my way of sharing those lessons more broadly.
Professional, encouraging, and built for healthcare learners
MedMathMindset combines assessment, targeted practice, spaced repetition, performance coaching, and provider-specific medical-math pathways. The goal is not to replace an instructor, clinical judgment, or a professional education program. It is to give learners more deliberate opportunities to build fluency and confidence around the quantitative work their pathway requires.
- Start where the learner actually is. A useful plan begins with evidence, not assumptions.
- Practice the smallest skill that moves performance forward. More problems are not automatically better problems.
- Build reasonableness checks, not just answer-getting. Healthcare professionals need to notice when units, magnitude, or context do not fit.
- Train calm performance as well as calculation. Knowing a process and being able to use it under time pressure are related but different skills.
- Keep the learner's goal visible. Entrance requirements, course success, board preparation, and clinical confidence can require different practice priorities.
You do not have to become a mathematician to become more mathematically confident
If medical math has been a source of frustration, the aim here is not to judge where you started. It is to help you build a process you can trust, get enough high-quality repetitions for that process to become familiar, and develop the confidence to check your own work when the answer matters.