RESOURCE-STACK OPTIMIZATION + GOVERNANCE
ALL YEARS | PAGE 72D - ONE + ONE + OFFICIAL + TARGETED -> 10 DECISIONS -> MASTERY GATE
D. 10 HIGH-DISCRIMINATION RESOURCE DECISIONS
| # | Learner state | Smallest effective response |
|---|---|---|
| 1 | Strong foundation; Step 1 pathology weak | Primary Qbank + targeted Pathoma + NBME. Do not restart a full video curriculum. |
| 2 | Weak renal physiology mechanism | Primary Qbank + narrow Ninja Nerd/B&B renal deep dive + targeted renal questions + mixed retest. |
| 3 | Micro/pharm facts repeatedly decay | Use Sketchy/spaced retrieval for the exact set, then verify in new vignettes. |
| 4 | DO learner: biomedical strong, OMM weak | Maintain core Qbank; add school OMM practice + TrueLearn/OMM review + COMSAE/official NBOME calibration. |
| 5 | Clinical learner: management sequence weak | UWorld/AMBOSS + targeted OnlineMedEd framework + illness-script/algorithm drills + CSMS/COMAT transfer. |
| 6 | Bedside exam weak despite high written scores | Stanford/Strong as pre-work + supervised observed practice; written resources cannot close the motor-skill gap alone. |
| 7 | Qbank strong but official assessment weak | Treat official calibration as a warning; inspect repeated/selected questions, timing and domain gaps before adding resources. |
| 8 | Three subscriptions open; none used deeply | Choose the primary tool by current gap; pause the others until a distinct job appears. |
| 9 | Targeted resource used for one week with no transfer gain | Change the repair method, not simply the duration; verify whether the error was mechanism, memory, reasoning or timing. |
| 10 | Exam close; broad anxiety but stable recent evidence | Do not launch a new curriculum. Consolidate recurring errors, official interface, sleep, timing and logistics. |
10. THE BEST STACK IS THE SMALLEST STACK THAT PRODUCES MEASURABLE TRANSFER
| DEEP EXPLANATION | WHY STUDENTS MISS IT | EASIEST CLUE |
|---|---|---|
| Resource quality matters, but stack quality is ultimately demonstrated by retrieval, new-question performance, clinical execution and stable assessment trends. More tools are justified only when they add a distinct function that current tools cannot provide. | Subscriptions create sunk-cost pressure, fear of missing out and the belief that completeness requires touching every respected platform. | If removing a resource does not reduce measurable learning or transfer, it was probably friction. |
E. RESOURCE GOVERNANCE MASTERY GATE — BEFORE ADDING OR KEEPING A RESOURCE
Can I name the exact gap? Is this resource uniquely suited to that gap? What output will I produce? What is the stop rule? How will I verify transfer on a fresh question/case/observed skill? Does this duplicate an existing tool?
E. RESOURCE GOVERNANCE MASTERY GATE — DIRECT SOURCE DIRECTORY - PRESERVED FROM THE ORIGINAL MATRIX
| Boards & Beyond | Strong Medicine physical exam |
|---|---|
| Med School Bootcamp Pathoma | UWorld Step 1 UWorld Step 2 CK |
| Sketchy Ninja Nerd | UWorld Step 3 AMBOSS |
| OnlineMedEd Stanford Medicine 25 | TrueLearn COMLEX NBME self-assessments COMSAE |
| 2026/27 resource-decision expanded edition - provider offerings can change; verify current official/provider scope before use |