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.

QUESTION BANK + ERROR-REMEDIATION SYSTEM

YEAR 2 | PAGE 54C - MIXED BLOCK -> ERROR TYPE -> TARGETED REPAIR -> DELAYED RETEST -> MIXED CONFIRMATION

F. DIVISION OF LABOR

TOOL	PRIMARY JOB	USE IT WELL	DO NOT MISUSE IT
UWorld Step 1	Primary transfer engine: mixed foundational-science vignettes, explanations and recurring-error exposure.	Review why the correct answer is right, why the strongest distractor is wrong, and what rule changes next time.	Do not chase raw percentage or completion without analyzing error type and delayed retention.
AMBOSS Step 1	Targeted repair/reference + additional questions for defined gaps.	Use focused sets/library links after a miss, then return to mixed transfer.	Do not duplicate broad volume simply because more questions are available.

G. SIX-STEP QUESTION-REVIEW ALGORITHM

STEP	ASK	OUTPUT
1. Frame 2. Discriminate	What is the task: mechanism, diagnosis, graph/image, experiment, adverse effect or next inference? Which 2-3 clues separate the best answer from the strongest distractor?	Task label Discriminator
3. Classify error 4. Repair once	Knowledge, mechanism, representation, reasoning, timing, or careless execution? What is the smallest content/resource action that closes this exact gap?	Error tag Focused repair
5. Compress 6. Retest	What one rule/table/diagram belongs in the error map? Can I solve a new related item later, then a mixed item without cues?	One-line rule Retention evidence

7. Qbank percentage is an outcome, not the remediation plan

DEEP EXPLANATION	WHY STUDENTS MISS IT	EASIEST CLUE
A score combines content knowledge, reasoning, timing, representation skill and question-set difficulty. The useful next step is to classify why performance failed and repair the recurring error type.	Percent correct is simple and emotionally salient, so it can replace deeper analysis.	Ask why the miss happened before asking whether the score was good.
8. Incorrects are not the only unstable answers
DEEP EXPLANATION Guessed corrects, low-confidence corrects and unusually slow corrects can represent the same fragile knowledge	WHY STUDENTS MISS IT The answer key labels them correct, so they disappear from most review	EASIEST CLUE If you could not defend it before seeing the
that will fail later under different wording or time pressure. They belong in the error-review system when the reasoning was not reproducible.	workflows.	explanation, treat it as fragile.

I. ERROR TAXONOMY -> RESOURCE RESPONSE

ERROR TYPE	BEST FIRST RESPONSE
Mechanism gap Association recall gap	Targeted B&B;/Bootcamp/Pathoma/Ninja Nerd segment -> redraw -> new questions. Selective Sketchy/First Aid compression -> active recall -> mixed questions.
Representation gap Reasoning/discrimination gap	Train the same concept through image/graph/table/experiment form. Compare strongest distractor; write the discriminating rule; use mixed sets.
Timing/endurance gap 2026/27 Step 1 content-stack expanded edition - verify current USMLE/NBME/resource guidance before testing	Timed blocks + lead-in/task identification; do not add broad content by default.