LEARNING-RESOURCE QUALITY RUBRIC + LINK QA
ALL YEARS | PAGE 39C - VIDEO-FIRST QUALITY, FIT, PLAYABILITY + FRESHNESS
A resource is accepted because it closes a defined learning gap with high instructional value - not because it is famous, short, new or already in the catalog. Video remains the default teaching medium where strong video exists; practice and official calibration remain intentionally non-video.
E. 8-POINT RESOURCE QUALITY RUBRIC
| Criterion | Pass standard | Reject / downgrade when... |
|---|---|---|
| 1. Objective fit | Directly teaches the competency, mechanism, clinical reasoning step or exam skill named in the row. | The title sounds related but the actual content is adjacent or superficial. |
| 2. Authority | Top university/health system, major company, standards body, recognized expert or a clearly strong educator with domain credibility. | Generic channel with unclear expertise when a stronger source is available. |
| 3. Depth | Core resources are substantive - usually 10+ min and often 20-60+ min when the topic demands depth. | 1-3 minute overview is used as the core when deeper teaching exists; short items become BONUS only if uniquely useful. |
| 4. Reasoning quality | Explains why, mechanism, discrimination, interpretation or management sequence - not just lists. | Pure memorization dump without transfer to new cases/questions. |
| 5. Accuracy + currency | Stable science is accurate; time-sensitive claims are verified against current official/primary guidance. | Old exam format, obsolete guideline, unsupported numeric claim or stale interface. |
| 6. Direct usability | Direct playable video/topic page when possible; title matches content; no registration/event wall masquerading as a video. | Broken, redirected, event/webinar signup, wrong video or generic channel link when a direct item exists. |
| 7. Portfolio balance | Best available source regardless of vendor; mix universities, companies, clinicians and exam bodies. | One provider dominates because it is convenient rather than because it is best. |
| 8. Role clarity | Each resource has a named job: core teaching, repair, bedside skill, memory, Qbank or official readiness. | Two resources do the same job without a clear reason. |
F. APPROVED RESOURCE ECOSYSTEM - USE BY ROLE
| Role | Examples | Use rule |
|---|---|---|
| Deep mechanisms | Ninja Nerd | Osmosis | Armando Hasudungan | Use when conceptual/causal understanding is the gap. Prefer direct topic videos in course pages. |
| Pathology / visual memory | Pathoma | Sketchy where visual encoding is uniquely useful | Pair with questions; do not replace mechanism understanding with image recognition alone. |
| Clinical framework | OnlineMedEd | Strong Medicine | MedCram | Use for clinical reasoning, diagnostics/management frameworks and bedside transfer. |
| Bedside / communication | Stanford Medicine 25 | Geeky Medics | Technique and demonstrations complement supervised practice; video cannot certify competence. |
| High-yield repair | Dirty Medicine | JJ Medicine | Randy Neil | Divine Intervention | Use after deeper learning for discrimination, recall compression and board-style repair. |
| Primary questions | UWorld Medical | AMBOSS | TrueLearn | One primary Qbank at a time; explanations feed the error log and targeted repair. |
| Official calibration | NBME Self-Assessments | NBOME assessments | USMLE resources | Use for current format, blueprint and readiness signals; never call a commercial resource official. |
G. LINK + FRESHNESS QA BEFORE A PAGE IS LOCKED
- 1. Open the exact link. Confirm title, creator, topic and that the resource is actually playable/accessible.
- 2. Match the row. Watch/read enough to confirm it teaches the stated skill - not merely a similar keyword.
- 3. Check time sensitivity. Re-verify exam formats, guideline recommendations, software/interfaces, competency frameworks and school curriculum maps.
- 4. Check depth. Replace weak short core videos with substantive sources; keep uniquely valuable short explainers as BONUS.
- 5. Check diversity. Do not recycle a convenient vendor across unrelated skills when a better university/company/expert source exists.
- 6. Regression test. After PDF edits, confirm hyperlinks, page text, navigation and neighboring pages did not inherit or lose links. 2026/27 resource-governance expanded edition - verify school, source and exam updates before use