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.

CURRICULUM VERSION CONTROL + SOURCE DECISIONS

ALL YEARS | PAGE 39D - CHANGE CONTROL, REPLACEMENT RULES + 10 DISCRIMINATION CASES

A high-quality curriculum is a maintained product. Every major source change should answer three questions: what changed, why the change improves learner outcomes, and what downstream pages/links/claims could be affected? H. SOURCE CHANGE-CONTROL WORKFLOW

StepActionLock criterion
1. TriggerNew exam format/guideline, curriculum redesign, broken link, stronger resource, user-reported mismatch, weak learning outcome.The reason for review is explicit.
2. VerifyCheck current official/primary source; inspect existing resource; search stronger alternatives across multiple providers.Claim and learning objective are both verified.
3. ComparePreserve strong material; replace only what is stale, broken, shallow, redundant or misaligned.Replacement is demonstrably better for the stated role.
4. ImplementUpdate text, direct links, labels (CORE/BONUS/OFFICIAL), navigation and version metadata.No ambiguous source role remains.
5. Regression QARender pages, inspect layout, count/check links, compare untouched pages, run PDF preflight.No clipping/overflow/broken glyphs; neighboring content unchanged except intended shifts.
6. Re-review clockTime-sensitive sources: check on each annual edition or earlier after announced change. Stable foundational teaching: re-check on broken link or quality signal.Maintenance frequency matches the rate the claim can change.

I. 10 HIGH-DISCRIMINATION SOURCE-SELECTION CASES

#Scenario / best governance decision
1A USMLE content page explicitly says its outline is not a curriculum-development or study guide. How should the Academy use it?
2Stanford publicly redesigns its 2026-27 pre-clerkship curriculum. Should an older Stanford course map remain the Academy's only Stanford benchmark?
3A famous 2-minute video accurately summarizes a concept, but a 35-minute expert video explains mechanism and application. Which is CORE?
4A 2019 anatomy video is excellent and the anatomy has not changed. Must it be replaced solely because it is older?
5A link title says "AI-era data integration" but opens an event registration page rather than a playable teaching video. Keep or replace?
6Three high-quality videos teach the same mechanism equally well. Should all three be mandatory?
7The Academy uses an MD school benchmark that omits OPP/OMM. Does that justify dropping longitudinal osteopathic competency for DO learners?
8A commercial Qbank contradicts a newly updated official exam-format page. Which source governs the format claim?
9A student reports a video is "wrong." What should happen before replacing it?
10A new resource is excellent but duplicates an existing core resource and adds no new role. Should it be added anyway?

I. 10 HIGH-DISCRIMINATION SOURCE-SELECTION CASES — ANSWER KEY + WHY 1: Use USMLE to define current scope/format, then build teaching from school objectives + strong instructional resources. 2: No - update to the current official map and retain historical material only if clearly labeled. 3: The substantive mechanism/application video is CORE; the 2-minute item can be BONUS if uniquely useful. 4: No - stable foundational science is replaced for inaccuracy, weak pedagogy or better fit, not age alone. 5: Replace; an event/signup page fails direct-video usability. 6: Usually no - choose one primary source and use another only for a distinct repair role. 7: No - preserve DO-specific competency because it is professionally required, using PNWU/NBOME signals. 8: The current official exam body governs the format claim. 9: Reproduce the mismatch, inspect the exact segment, compare authoritative sources, then preserve/annotate/replace based on evidence. 10: No -

duplication without a distinct learning job increases cognitive and time cost.

I. 10 HIGH-DISCRIMINATION SOURCE-SELECTION CASES — J. OFFICIAL SOURCE REGISTER - CURRENT ANCHORS

Curriculum benchmarks UW curriculum | Stanford MD requirements | Harvard Pathways | Hopkins Genes to Society | PNWU-COM National exams USMLE exam resources | NBOME COMLEX blueprint | NBOME COMAT | NBME self-assessments Competency framework AAMC Competency-Based Medical Education - use current Foundational Competencies alongside legacy Core EPA resources where relevant.

GOVERNANCE MASTERY GATE A source-governed curriculum can answer, for every important row: Who defines the requirement? Who teaches it best? How is it practiced? How is readiness calibrated? When was the time-sensitive claim last verified? What is the replacement rule if the link or evidence changes?

2026/27 resource-governance expanded edition - verify school, source and exam updates before use