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.

DATA -> ANALYSIS -> REPRODUCIBILITY

ALL YEARS | PAGE 81B - PROVENANCE -> QUALITY -> EFFECT SIZE -> UNCERTAINTY -> REPRODUCIBILITY

C. DATA-INTEGRITY + REPRODUCIBILITY CONTROL PANEL

ElementMinimum standardFailure signal
Data dictionaryDefine variable meaning, units, coding, allowable values, source and derivation.Same variable interpreted differently across analysts.
ProvenancePreserve raw/source data; document extraction date, query and transformations.No path from final table back to source.
Eligibility/exclusionsOperationalize criteria before outcome-driven filtering; log every removal.Exclusions appear only after results look inconvenient.
Missing dataQuantify by variable/group/time; examine plausibility of missingness assumptions.Complete-case analysis used automatically with no rationale.
Code + versionsScript transformations/analysis when possible; use stable filenames/version control; seed stochastic procedures.Manual spreadsheet edits cannot be reproduced.
Quality checksRange, logic, duplicates, time order, impossible values, cross-source reconciliation.Analysis discovers basic data errors late.
Privacy + accessUse approved storage, minimum necessary access, de-identification/data-use controls as required.Data copied to convenient but unapproved tools.
Sharing planFor applicable funded work, plan what data/metadata/code can be shared, where, when and with what limitations.Sharing is considered only after the project ends.

D. INTERPRETATION: WHAT THE NUMBER DOES - AND DOES NOT - TELL YOU

QuestionBest evidence to reportCommon overclaim
How large is the effect/association?Effect estimate + units; absolute and relative measures when useful."Significant" used instead of magnitude.
How precise is it?Confidence/credible interval and sample information.Point estimate treated as exact.
Could bias/confounding explain it?Design limits, measured/unmeasured confounders, selection/information bias.Adjusted model presented as proof of causality.
Were many analyses tried?Pre-specified vs exploratory labels; multiplicity strategy when relevant.One favorable analysis reported without the search space.
Does it matter clinically?Baseline risk, absolute change, harms, feasibility, patient relevance.Small p-value equated with important care difference.
Will it generalize?Population, setting, exclusions, context and transportability limits.Single-site result assumed universal.
Is it robust?Sensitivity/alternative specifications and assumption checks.One model treated as the only possible truth.

D. INTERPRETATION: WHAT THE NUMBER DOES - AND DOES NOT - TELL YOU — 2026 NIH DATA-MANAGEMENT NOTE

- The NIH 2023 Data Management and Sharing Policy remains in force for covered NIH-funded/conducted research that generates scientific data. - NIH introduced an updated DMS Plan format in 2026; the current NIH page states that the 2026 DMS Plan format is now required for competing and non-competing awards. Verify the exact sponsor/funding requirements for your project.

TOP 10 RESEARCH + QI CONCEPT - 4: REPRODUCIBILITY BEGINS WITH PROVENANCE - NOT WITH A FINAL CODE ZIP FILE

DEEP EXPLANATIONWHY STUDENTS MISS ITEASIEST CLUE
A reproducible project preserves the chain from source -> cleaning -> derivation -> analysis -> figure/table.Reproducibility is often imagined as a last-step repository upload rather than a property of the workflowAsk whether another analyst can trace every reported number back to its source and rerun the transformation
Code is valuable, but code applied to an undocumented dataset or manual edits does not reconstruct the study.from day one.without guessing.
TOP 10 RESEARCH + QI CONCEPT - 5: A P-VALUE IS NOT EFFECT SIZE, CLINICAL IMPORTANCE OR CERTAINTY
DEEP EXPLANATIONWHY STUDENTS MISS ITEASIEST CLUE
Statistical evidence must be interpreted with magnitude, precision, design quality, assumptions, multiplicity andBinary "significant/not significant" language is easy to communicate and is often reinforced by softwareLead with the estimate and interval. Then ask: "How big, how precise, how biased, and how meaningful?"
clinical context. A tiny effect can be statistically detectable; an important effect can remain imprecise indefaults.
a small study.
TOP 10 RESEARCH + QI CONCEPT - 6: MISSINGNESS AND EXCLUSIONS ARE ANALYTIC ASSUMPTIONS - NOT HOUSEKEEPING
DEEP EXPLANATIONWHY STUDENTS MISS ITEASIEST CLUE
Who disappears from the dataset, when, and why can change the estimate. Missing-data handling andRows are easily dropped by software or cleaning rules, making consequential decisions look like routineCreate an inclusion flow and missingness table before celebrating the final model. If exclusions change the
exclusions should be described, justified and tested when they could materially alter the conclusion.preprocessing.result, show it.

TOP 10 RESEARCH + QI CONCEPT - 4: REPRODUCIBILITY BEGINS WITH PROVENANCE - NOT WITH A FINAL CODE ZIP FILE

NIH DMS policy2026 DMS Plan format
2026/27 research + scholarship expanded edition - use the approved institutional data environment and current sponsor/data-sharing requirements