YEAR 1 CUMULATIVE REVIEW - END-OF-TERM

YEAR 1 | PAGE 46A - COVERAGE AUDIT + WEAK-DOMAIN HEAT MAP

A. PASS 1 - COVERAGE AUDIT: DID EVERY DOMAIN RECEIVE LEARNING + RETRIEVAL + APPLICATION?

Audit lane	Ask	Required evidence
Domain coverage	Has every Year 1 domain been learned and tested at least once?	Anatomy/embryology; cell/genetics; biochem; physiology; immunology; microbiology; pharmacology; pathology; neuro/behavior; biostats/EBM; clinical skills; OPP/OMM for DO.
Representation coverage	Was each domain practiced in the form the school actually assesses?	Written vignettes, images/cadaver/histology, graphs/calculations, OSCE behavior and hands-on OMM where applicable.
Retention coverage	Can older blocks be retrieved without reopening the original notes first?	One cold prompt or mixed item per prior block; failed retrieval becomes a heat-map signal.
Error coverage	Which error types recur across different topics?	Knowledge, reasoning, representation/image, calculation, localization, management/sequence, timing or performance.
Readiness coverage	What evidence exists beyond familiarity?	New mixed questions, school cumulative data if available, and external-style formative assessment when appropriate.

B. BUILD THE HEAT MAP - PRIORITIZE BY RISK, NOT BY HOW UNCOMFORTABLE A TOPIC FEELS

Signal	GREEN - maintain	YELLOW - repair soon	RED - repair now
Cold retrieval	Accurate without prompts	Partial or slow	Cannot reconstruct
New mixed items	Stable across new stems	Inconsistent / low confidence	Repeated same-class misses
Cross-domain transfer	Explains links across systems	Needs cueing	Knowledge remains siloed
Representation	Handles image/graph/skill form	One format weak	Fails tested format repeatedly
Durability	Old content remains accessible	Decay appears after delay	Requires near-complete relearning

C. TOP 10 MOST-MISSED CUMULATIVE-REVIEW CONCEPTS - #1 TO #3 — 1. Coverage is evidence of exposure - not evidence of retention Deep explanation

A completed lecture, video or first-pass Qbank set proves exposure. Cumulative mastery requires that the learner can retrieve and use the knowledge after delay, with the chapter title and source removed.

C. TOP 10 MOST-MISSED CUMULATIVE-REVIEW CONCEPTS - #1 TO #3 — 1. Coverage is evidence of exposure - not evidence of retention Deep explanation

Resource	Description	Link
Why learners miss it	Learners confuse completion with durability because completion is visible and easy to count.

C. TOP 10 MOST-MISSED CUMULATIVE-REVIEW CONCEPTS - #1 TO #3 — 1. Coverage is evidence of exposure - not evidence of retention Deep explanation

Easiest clue	Ask: Could I solve this cold next week? If not, it is not yet durable.
2. The heat map should be built from failures under retrieval, not feelings Deep explanation	Weakness is best defined by missed or low-confidence performance on new prompts, mixed cases, images or observed skills. Subjective discomfort can identify a candidate area, but it should be confirmed with performance data.
Why learners miss it Easiest clue	Familiar topics feel strong; difficult topics feel weak even when performance is adequate. Use performance first, confidence second. A RED item needs evidence.
3. Cumulative review samples every domain but repairs only selected domains deeply Deep explanation	The audit should be broad enough to detect decay across Year 1, but deep repair should concentrate on the few RED domains or recurring error mechanisms that have the highest downstream value.
Why learners miss it Easiest clue	Students either review everything shallowly or reopen entire courses because a few items went badly. Scan wide, repair narrow.

C. TOP 10 MOST-MISSED CUMULATIVE-REVIEW CONCEPTS - #1 TO #3 — D. QUICK OUTPUT End Pass 1 with: one domain heat map, one representation heat map, the top 2-3 RED repair targets, and a short list of recurring error types. Do not create a new pile of

resources. 2026/27 cumulative-review expanded edition - align with school objectives and official assessment guidance