ADAPTIVE WEEKLY STUDY CONTROL SYSTEM
ALL YEARS | PAGE 76C - PLAN -> EXECUTE -> MEASURE -> REALLOCATE -> PROTECT RECOVERY
ADAPTIVE-SCHEDULE RULE: KEEP THE ARCHITECTURE STABLE AND LET EVIDENCE MOVE THE REPAIR TIME. SCHOOL / ROTATION OBJECTIVES PROVIDE THE COVERAGE FLOOR; RECURRENT ERRORS, FRESH TRANSFER, TIMING AND RECOVERY DECIDE WHERE MARGINAL STUDY TIME GOES.
D. WEEKLY CONTROL LOOP
| Checkpoint | Question | Required output |
|---|---|---|
| 1. Set the floor | What must be learned now for school, lab, clerkship or official blueprint? | Non-negotiable coverage list; no accidental blind spot. |
| 2. Choose primary work | What one content system / Qbank / clinical task owns the week? | Clear primary lane; minimal duplicate resources. |
| 3. Read the dashboard | Which repeat errors, fragile corrects, timing or representation gaps are most persistent? | Ranked 1-3 repair targets. |
| 4. Repair narrowly | What smallest intervention can close each named gap? | Retrieval output + immediate check; no full-course restart unless weakness is truly broad. |
| 5. Delay + retest | When will the repaired rule be tested again without cues? | Scheduled fresh item/image/case after delay. |
| 6. Reallocate | What improved, persisted or deteriorated? | Move time toward evidence-proven gaps; maintain stable domains briefly. |
| 7. Protect recovery | Is workload reducing next-day retrieval, accuracy or attention? | Stop time, sleep/movement/break plan and resource pruning. |
E. PHASE-SPECIFIC DEFAULT - SAME LOOP, DIFFERENT CENTER OF GRAVITY
| Phase | Daily center | Weekly proof |
|---|---|---|
| Year 1 foundations | Objectives -> mechanism/anatomy build -> closed-book recall -> targeted questions/images -> error repair. | Cumulative mixed block + practical/image retrieval + prior-block revisit. |
| Year 2 systems / Step 1 | Integrated mechanism/path/pharm -> Qbank -> targeted repair -> spaced older systems; DO keeps OPP active. | Mixed systems block + weak-domain retest + readiness signal when appropriate. |
| Year 3 clerkships | Patients -> illness script / management rule -> rotation Qbank -> error log -> spaced prior clerkship facts. | Larger timed shelf/COMAT block + clinical feedback + cumulative transfer. |
| Dedicated Step / Level | Timed mixed work drives day -> deep review -> narrow repair -> spaced recurring errors. | Endurance simulation + weak-domain half-day + assessment/error trend. |
| Year 4 / residency transition | Clinical ownership, handoffs, cross-cover, documentation + targeted knowledge repair. | Supervisor feedback + one cumulative reasoning/licensing session matched to need. |
E. PHASE-SPECIFIC DEFAULT - SAME LOOP, DIFFERENT CENTER OF GRAVITY
TOP 10 ADAPTIVE-MASTERY CONCEPT - 7: KEEP COVERAGE FIXED; LET REPAIR TIME MOVE
E. PHASE-SPECIFIC DEFAULT - SAME LOOP, DIFFERENT CENTER OF GRAVITY
| DEEP EXPLANATION | WHY STUDENTS MISS IT | EASIEST CLUE |
|---|---|---|
| A schedule needs enough stability to ensure curriculum coverage, but the discretionary repair portion should | A rigid calendar feels disciplined and protects the comfort of knowing exactly what comes next. | Coverage floor stays; weakness weighting changes. |
| respond to recurring errors, decay and performance under time. |
E. PHASE-SPECIFIC DEFAULT - SAME LOOP, DIFFERENT CENTER OF GRAVITY
TOP 10 ADAPTIVE-MASTERY CONCEPT - 8: MAINTENANCE PREVENTS REPAIRED DOMAINS FROM SILENTLY DECAYING
E. PHASE-SPECIFIC DEFAULT - SAME LOOP, DIFFERENT CENTER OF GRAVITY
| DEEP EXPLANATION | WHY STUDENTS MISS IT | EASIEST CLUE |
|---|---|---|
| Strong material still needs brief mixed sampling. Without maintenance, a learner can repeatedly “fix” one weakness | Targeted repair is visible and urgent; maintenance feels less productive because it is often easy. | Give strong domains small retrieval doses, not full re-study. |
| by allowing another system to fade. |
E. PHASE-SPECIFIC DEFAULT - SAME LOOP, DIFFERENT CENTER OF GRAVITY
TOP 10 ADAPTIVE-MASTERY CONCEPT - 9: RECOVERY IS A CONTROL VARIABLE, NOT A REWARD
E. PHASE-SPECIFIC DEFAULT - SAME LOOP, DIFFERENT CENTER OF GRAVITY
| DEEP EXPLANATION | WHY STUDENTS MISS IT | EASIEST CLUE |
|---|---|---|
| Sleep, breaks, movement and workload affect encoding, consolidation, sustained attention and next-day retrieval. A | Study culture often treats fatigue as proof of commitment and counts seat time instead of decision quality. | Protect tomorrow's retrieval; cut low-output passive hours first. |
| plan that destroys tomorrow's performance is not efficient. 2026/27 adaptive-mastery expanded edition - use school objectives and current official assessment guidance as the controlling standards |