PHASE-SPECIFIC WEEKLY REVIEW SCHEDULES
ALL YEARS | PAGE 40C - SCHOOL -> CUMULATIVE -> BOARD -> CLINICAL TRANSFER
The review architecture stays constant while the emphasis changes. Early phases spend more time building mechanisms and practical/image recognition; later phases shift toward mixed clinical decisions, management sequencing, endurance and real-patient transfer.
F. WEEKLY REVIEW CADENCE BY PHASE
| Phase | Daily / near-daily | Weekly | Assessment / recalibration | Video role |
|---|---|---|---|---|
| Year 1 foundations | Objectives -> mechanism build -> closed-book recall -> targeted questions/images -> brief error repair. | One cumulative mixed block + practical/image retrieval + one prior-block revisit. | End-of-block school exam/practical/OSCE; track mechanism + modality errors. | Deep concept teaching only where mechanism is weak. |
| Year 2 systems + pre-board | System integration -> pathology/pharm transfer -> Qbank -> targeted repair -> spaced older systems. | Mixed systems block; one older-system repair; OPP lane for DO. | School exams + periodic external-style baseline/readiness per school plan. | Mechanism repair + concise board consolidation. |
| Year 3 clerkships | Read around patients -> small rotation Qbank set -> illness-script / management rule -> error log. | One larger timed shelf/Step 2/Level 2 block + one presentation/clinical-skill goal. | Mid-rotation analytics + clinical feedback; end-rotation NBME/COMAT readiness tools where used. | Clinical framework and bedside reasoning; patient remains the anchor. |
| Dedicated Step / Level | Timed mixed questions drive the day -> deep review -> targeted repair -> spaced recurring errors. | Longer endurance simulation + weak-domain half-day + trend review. | Official/self-assessment intervals; compare trends and error stability, not one score. | Only targeted repair; broad rewatching shrinks as exam nears. |
| Year 4 / residency transition | Clinical ownership, cross-cover logic, handoffs, documentation + targeted knowledge repair. | One cumulative clinical reasoning / licensing-prep session matched to current need. | Supervisor feedback, residency-readiness tasks, later Step 3/Level 3 transition. | Procedural/clinical demonstrations for specific performance gaps. |
G. WEEKLY REVIEW BOARD - FOUR BOXES ONLY
| KEEP ACTIVE | REPAIR NOW | RE-TEST | DEFER / DROP |
|---|---|---|---|
| Strong but important material sampled briefly so it does not decay. | Top 1-3 repeat-error clusters or high-stakes gaps exposed by current data. | Recently repaired rules due for a new question/image/case after delay. | Low-yield duplication, obscure isolated misses, or resources without a defined job. |
G. WEEKLY REVIEW BOARD - FOUR BOXES ONLY — H. VIDEO-FIRST LEARNING-SCIENCE SUPPORT - USE TO FIX THE STUDY PROCESS
UConn - Distributed Practice Spacing review across time rather than compressing repetitions into one sitting. UConn - Retrieval Practice Why recall attempts should precede reopening notes. UConn - Interleaving How mixed related problems train strategy selection after initial learning. UConn - Elaboration Explaining how/why and connecting new material to existing mental models. Learning Scientists - Retrieval Practice | Spacing | Interleaving Concise reinforcement when the study process itself is the weak link.
G. WEEKLY REVIEW BOARD - FOUR BOXES ONLY — RESOURCE PRUNING RULE
Before adding a new resource, name its distinct job. If the existing stack already teaches the concept, provides practice, and calibrates readiness, another resource usually adds switching cost rather than mastery. 2026/27 review-architecture expanded edition - verify school and official exam updates before testing