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.

SCHOOL-EXAM + PROBLEM-SOLVING MASTERY

YEAR 1 | PAGE 11C - GRAPHS, EQUATIONS, DIRECTION-OF-CHANGE & INTEGRATION

C. WHAT SCHOOL EXAMS COMMONLY REQUIRE

ResourceDescriptionLink
Membrane / nerveNernst-style directionality, equilibrium concepts, channel states, action potentials and excitation thresholds.
CardiovascularWiggers, PV loops, preload/afterload/contractility, cardiac output, venous return, resistance and baroreflex.
RespiratoryCompliance/resistance, spirometry, V/Q, diffusion, O2-Hb curve, A-a logic and ventilatory control.
RenalGFR/RBF, clearance, filtration fraction, segmental transport, osmolality, RAAS/ADH and acid-base.
EndocrineFeedback loops, hormone pattern recognition, receptor signaling and integrated fed/fasted metabolism.
IntegrationPredict multi-organ compensation in hemorrhage, exercise, altitude, acidosis/alkalosis, dehydration and endocrine perturbation.

D. 7-DAY SCHOOL-EXAM REVIEW CYCLE

ResourceDescriptionLink
Days 1-2Membranes + cardio. Redraw action potentials, Wiggers/PV loops and all major hemodynamic relationships from memory.
Days 3-4Respiratory + renal. Work spirometry/VQ/clearance/acid-base problems until the direction-of-change logic is automatic.
Day 5Endocrine + GI/reproductive integration. Build feedback-loop maps and explain perturbations aloud.
Day 6Timed graph/equation/case block. Label each miss: concept, equation, graph, compensation, units or question interpretation.
Day 7Targeted repair only. Repeat missed concepts using NEW graphs/cases, then finish with a mixed cumulative block.

D. 7-DAY SCHOOL-EXAM REVIEW CYCLE — E. PHYSIOLOGY ERROR-LOG TAXONOMY

  • Direction-of-change gap - understood the concept but predicted the wrong increase/decrease.
  • Graph gap - could explain verbally but misread axes, loops, curves or shifts.
  • Equation/units gap - selected the correct relationship but used the wrong units or algebra.
  • Compensation gap - identified the primary change but missed the body's expected response.
  • Integration gap - solved one organ system but failed when two systems interacted.

D. 7-DAY SCHOOL-EXAM REVIEW CYCLE — SCHOOL-EXAM GATE

Proceed when you can solve unfamiliar graphs and perturbation cases without notes, explain compensation mechanistically, and move between equation, graph and clinical vignette representations of the same physiology. VIDEO-FIRST | SCHOOL-EXAM + BOARD-EXAM MASTERY