MECHANISM RECONSTRUCTION + TARGETED REPAIR

YEAR 1 | PAGE 45B - D-5 TO D-4: CLOSED-BOOK REVIEW, QUESTIONS + ERROR-DRIVEN REPAIR

D-5 TO D-4: RETRIEVE FIRST -> EXPOSE THE GAP -> REPAIR ONLY THAT GAP -> APPLY IMMEDIATELY -> SCHEDULE A NEW RETEST. DO NOT RESTART THE WHOLE COURSE BECAUSE ONE MECHANISM FAILED. D. D-5 - CLOSED-BOOK MECHANISM DAY

Block	Execution	Output
Blank-page retrieval	Redraw major anatomy maps, pathways, physiology relationships, immune cascades, drug/receptor maps and pathology chains before opening notes.	Missing steps become the repair list.
Targeted questions Image/practical lane	Complete a meaningful targeted set from current objectives; commit before reading explanations. Run unseen histology/cadaver/radiology images, structures, graphs or practical stations where relevant.	Tag incorrect, guessed and low-confidence correct items. Representation-specific miss list.
Teach aloud	Explain one difficult mechanism or comparison without reading.	Expose sequencing and causal-chain gaps hidden by recognition.

E. D-4 - ONE-GAP REPAIR LOOP

Step	What to do
1. Classify 2. State the rule	Knowledge/retrieval \| reasoning/distractor \| image/practical \| graph/units \| management/sequence \| timing/attention. Write the tested concept in one sentence before opening the explanation.
3. Repair once 4. Compress	Use one strong source for the exact missing mechanism; stop when you can reconstruct it. Create one small mechanism map, comparison table, image discriminator or performance checklist.
5. Apply now 6. Retest later	Use new questions/images/stations immediately so the repair must transfer. Schedule the concept again in 24-72 hours and in a mixed set.

E. D-4 - ONE-GAP REPAIR LOOP — F. TOP 10 MOST-MISSED CONCEPTS - #4 TO #6 4. Retrieve before reviewing the explanation or video Deep explanation

Retrieval makes the learner expose the exact missing link. Reviewing first can temporarily restore fluency without proving that the information can be generated independently.

E. D-4 - ONE-GAP REPAIR LOOP — F. TOP 10 MOST-MISSED CONCEPTS - #4 TO #6 4. Retrieve before reviewing the explanation or video Deep explanation

Resource	Description	Link
Why learners miss it	When time feels short, opening the notes immediately feels faster and safer.

E. D-4 - ONE-GAP REPAIR LOOP — F. TOP 10 MOST-MISSED CONCEPTS - #4 TO #6 4. Retrieve before reviewing the explanation or video Deep explanation

Easiest clue	Attempt before aid. Even a 60-second failed reconstruction gives better diagnostic information than passive rereading.
5. Use one repair resource for one documented weakness Deep explanation	The purpose of content review during exam week is to fix a specific error mechanism, not to build a new parallel curriculum. Once the learner can explain the mechanism and apply it on new prompts, return to retrieval and questions.
Why learners miss it Easiest clue	Resource switching feels productive and reduces uncertainty, but it steals time from re-testing. One gap -> one source -> one transfer test. If a source does not close a documented gap, it does not earn exam-week time.
6. An error log should change the next attempt, not archive the old question Deep explanation	Useful error entries identify the task, decisive clue, failure type, compact transfer rule and retest plan. Copying a long explanation preserves information but does not create a reusable decision rule.
Why learners miss it Easiest clue	Detailed notes feel thorough and can become a substitute for solving new items. Write the rule you want available on the next unseen question. Then test it on a new prompt.

E. D-4 - ONE-GAP REPAIR LOOP — G. D-4 OUTPUT LIMIT

Finish D-4 with a short repair list, compact summaries only for recurring gaps, and scheduled re-tests. A growing notebook is a warning that review is becoming transcription rather than remediation. 2026/27 exam-review expanded edition - align with school objectives, policies and testing format