Hi there. It's time for another episode of the FAKTR podcast. I'm your host, Jessica Riddle. And today, doctor Todd Riddle will continue his special master series with doctor Tim Stark. If you tuned in for part 1, you know we've been diving deep into doctor Tim Stark's fascinating journey through the world of sports chiropractic. His invaluable experiences in the field and the profound insights he's gained from a career dedicated to advancing the profession. As we transitioned into part 2, we left off discussing the quintessential elements of building a successful practice, fostering genuine relationships and trust within your community. Doctor.

Stark's philosophy of embodying care and commitment to his community strongly resonates with the timeless saying, they don't care about how much you know until they know how much you care. This is a great quote and one that really represents how doctor Stark has approached his role as an educator and a clinician throughout his career. In this episode, we'll further explore his extensive contributions to sports chiropractic education, delve into his innovative approaches in multidisciplinary care, and hear about his unique experiences in chiropractic education both in Japan and Australia. So settle in. This is an episode you'll wanna listen to more than once. Let's cue the intro music and get started.

You mentioned eventually a transition to Australia. I I'm very curious because knowing what I know about you and the conversations we've had, I feel like that that was also then I don't wanna call a pivot, but it maybe that's what it is into a whole other trajectory that maybe you maybe you did see coming. But curious about that transition to Australia.

No. I didn't see any type of international opportunities in in my crystal ball back in the day. So I was in full time practice, and I told Michelle, I said, I'm gonna give full time practice 3 years. The end of 3 years, if I really miss teaching because I was doing a lot of teaching during the residency. Really enjoyed it. My grandmother was a teacher. Don't know if that means anything genetically, but so I think teaching might be in the blood. And so I said, I'm gonna give full time practice 3 years.

I think that's a fair time to determine whether I wanna just go all in for practice or if I really miss teaching and and wanna resonate and rebound back. Well, after about a year and a half of practice, I just thought I practice is okay, but teaching is where I can make a bigger impact. And there is a a quick story with, again, Brian Nook, one of my mentors. When I was finishing my internship or externship, he said, Tim, you owe it to people to practice. I go, what does that mean? He said he said, you're smart. You have good hands. You can differentially diagnose. You can relate to people.

You owe it to your future potential patients to practice. And I thought that was an interesting statement. In other words, maybe I or we owe it to our community to make an impact, to take whatever skill set or talent that we might have, and then turn that back and turn it around and make an impact and make things better for maybe you, but in your family, but for others particularly. And I thought that was empowering. And so when I was oh, and then in regards to Australia and and teaching, I felt like I could make a stronger impact if I were teaching. So it's one thing for me to see 70 to a 100 patients a week. It's another thing for me me to maybe see anywhere from 30 to 60 future doctors and make an impact on them to see 70 to a 100 patients a week times, whatever, 60. And I just thought that was a tremendous opportunity.

That's 10 x. Thank you. That's exactly right. You could see your 100, or you could work with a bunch of Cairo students and vicariously see 1,000, 100 of 1,000.