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.

PEDIATRICS - EMERGENCIES + AGE-SPECIFIC DECISION MAKING

YEAR 3 | PAGE 30C - STABILIZE -> WEIGHT / AGE ADJUST -> REASSESS

E. PEDIATRIC EMERGENCY FIRST-PASS

ThreatImmediate questionsHigh-yield next-step logic
Respiratory failureUpper airway obstruction, lower airway disease, parenchymal disease or central/neuromuscular problem? Is fatigue developing?Support oxygenation/ventilation appropriate to severity while treating the cause; worsening effort with declining mental status is a danger sign.
Shock / sepsisPerfusion, mental status, pulses, capillary refill, urine output, fever/infection clues and source?Recognize compensated shock before hypotension; obtain access, targeted resuscitation, early antimicrobials/source control when infection is suspected, then reassess.
Seizure / statusStill seizing? glucose issue? fever? focality? trauma/toxin? meningitis/encephalitis concern?ABCs and glucose first; stop ongoing seizure, then determine etiology and need for imaging, LP, admission or specialist escalation.
DKA / metabolic crisisPolyuria/polydipsia, weight loss, dehydration, tachypnea, altered mental status, glucose/ketone/acidosis pattern?Fluids, insulin/electrolyte strategy and neurologic monitoring are pediatric-specific; avoid treating the glucose number in isolation.
AnaphylaxisRapid multisystem allergic syndrome with airway, breathing or circulatory involvement?Immediate epinephrine pathway and supportive care; do not substitute antihistamines for first-line treatment.
Trauma / maltreatmentDoes mechanism fit development and injury pattern? Any head/abdominal injury or unsafe disposition?Stabilize trauma first; preserve a broad differential and follow mandatory reporting / child-protection processes when concern exists.

F. DEHYDRATION + FLUID REASONING - DO NOT SKIP THE CLINICAL ESTIMATE

QuestionWhat to integrate
How sick?Mental status, perfusion, mucous membranes/tears, urine output, respiratory pattern, vital signs and weight change when available.
Which route?Oral/enteral rehydration when the child can safely tolerate it; IV resuscitation for shock/severe dehydration or failed enteral strategy.
What fluid problem?Resuscitation, maintenance and replacement are different jobs. Track ongoing GI/renal losses and electrolyte abnormalities separately.
What changed after treatment?Repeat perfusion, heart rate, work of breathing, urine output, intake and exam. Response is new diagnostic information.

F. DEHYDRATION + FLUID REASONING - DO NOT SKIP THE CLINICAL ESTIMATE — G. SAFEGUARDING + COMMUNICATION ARE EXAM CONTENT

  • Interview the child and caregivers in an age-appropriate way; use professional interpreters when needed and respect adolescent confidentiality within safety limits.
  • Injury should fit the stated mechanism and the child's developmental capability. Delay in care, inconsistent history or unusual injury patterns raise concern.
  • When abuse/neglect is suspected, the medical student's job is to recognize concern, protect the child, document objectively and escalate through the supervising team and required reporting process. Direct video repair OPENPediatrics - Pediatric Septic Shock (2026) Osmosis - Dehydration (pediatrics) Osmosis - Non-accidental trauma and neglect (pediatrics) 2026/27 clerkship-expanded edition - verify school and official exam updates before testing