Medical School MD + DO Mastery

A 4-year, board-aligned study system for medical school and licensing exams.

Walk the full Year 1–4 curriculum — foundational sciences, organ-system blocks, clinical clerkships and advanced practice — each with mastery checklists and linked learning resources, plus a dedicated review system for school exams, Shelf/COMAT, USMLE Step 1–3 and COMLEX-USA Levels 1–3.

INTERNAL MEDICINE - SYSTEM + SYNDROME MASTERY

YEAR 3 | PAGE 29B - HIGH-VALUE ADULT MEDICINE PATTERNS + MANAGEMENT

C. THE MEDICINE CORE - LEARN BY PRESENTATION, THEN BY DISEASE

System / presentationMust be able to reason through
CardiologyChest pain/ACS, heart failure, arrhythmia, syncope, valvular disease, hypertension, anticoagulation and hemodynamic instability.
PulmonaryDyspnea, pneumonia, COPD/asthma, pulmonary embolism, pleural disease, hypoxemic/hypercapnic respiratory failure.
Renal/electrolytesAKI/CKD, sodium/potassium disorders, volume status, acid-base, medication-related renal injury and dialysis indications.
GI/hepatologyGI bleed, cirrhosis/portal HTN, hepatitis, pancreatitis, biliary disease, diarrhea, bowel inflammation and nutrition.
EndocrineDiabetes, DKA/HHS, thyroid disease, adrenal disorders, calcium disorders and inpatient glucose management.
Heme/oncAnemia, thrombocytopenia, coagulopathy, VTE, neutropenic fever, malignancy complications and treatment toxicities.
ID/rheumSepsis, bacteremia, endocarditis, common infections, immunocompromise, inflammatory arthritis, vasculitis and systemic autoimmune disease.

C. THE MEDICINE CORE - LEARN BY PRESENTATION, THEN BY DISEASE — D. "SICK OR NOT SICK" FIRST-PASS ALGORITHM

  • Is the patient unstable? Address airway, breathing, circulation, severe hypoxemia, shock, altered mental status, active bleeding or rapidly evolving neurologic deficits before fine diagnostic distinctions.
  • Then identify the dominant syndrome and time course: acute vs chronic, focal vs systemic, inpatient vs ambulatory.
  • Use comorbidities, medications, immune status and recent procedures/exposures to reshape pretest probability.
  • Choose the narrowest next test that distinguishes actionable branches of the differential; do not order tests without a decision they inform.

C. THE MEDICINE CORE - LEARN BY PRESENTATION, THEN BY DISEASE — Substantive concept-repair videos

Ninja Nerd - Pneumonia | Overview (1h 29m) Ninja Nerd - Acute Kidney Injury | Clinical Medicine Ninja Nerd - Cirrhosis | Clinical Medicine Ninja Nerd - Pulmonary infections topic library (Pneumonia/TB) 2026/27 clerkship-expanded edition - verify school and official exam updates before testing