First Aid for the USMLE Step 1 2010
Click on the link or image below to read student reviews or get this book.
First Aid for the USMLE Step 1 2010
February 10, 2010
January 9, 2010
USMLE Step 1 Books
USMLE Step 1 Books
The hard part about studying for Step 1 is deciding which books to use to study for each section of the USMLE. Below is an (almost) complete list of resources.
To help you decide, click on the links to any of the books to read student reviews.
COMPREHENSIVE
First Aid for the USMLE Step 1 2010 .
First Aid for the USMLE Step 1 2009 .
First Aid Q&A for the USMLE Step 1 .
First Aid Cases for the USMLE Step 1 .
Pathophysiology for the Boards and Wards .
medEssentials: High-Yield USMLE Step 1 Review (Kaplan Medessenitals for the USMLE Step 1
Kaplan Medical USMLE Examination Flashcards: The 200 “Most Likely Diagnosis” Questions You Will See on the Exam for Steps 2 & 3
Kaplan Medical USMLE Step 1 Qbook
Step-Up to USMLE Step 1
Step-Up to USMLE Step 1: A High-Yield, Systems-Based Review for the USMLE Step 1
Underground Clinical Vignettes Step 1 Bundle
Underground Clinical Vignettes Step 1: Pathophysiology II: GI, Neurology, Rheumatology, Endocrinology
Underground Clinical Vignettes Step 1: Pathophysiology I: Pulmonary, Ob/Gyn, ENT, Hem/Onc
Underground Clinical Vignettes Step 1: Pathophysiology III: CV, Dermatology, GU, Orthopedics, General Surgery, Peds
Underground Clinical Vignettes Step 1: Microbiology I: Virology, Immunology, Parasitology, Mycology
Underground Clinical Vignettes Step 1: Microbiology II: Bacteriology
Blueprints Q&A Step 1
Appleton & Lange Practice Tests for the USMLE Step 1
Appleton & Lange Review for the USMLE Step 1
Clinical Vignettes for the USMLE Step 1: PreTest Self-Assessment and Review
ANATOMY
Underground Clinical Vignettes Step 1: Anatomy
USMLE Road Map: Gross Anatomy
Rapid Review: Anatomy Reference Guide
Rapid Review Gross and Developmental Anatomy: With STUDENT CONSULT Online Access
BEHAVIORAL SCIENCES
High-Yield Behavioral Science by Fadem .
Rapid Review Behavioral Science: With STUDENT CONSULT Online Access
Underground Clinical Vignettes Step 1: Behavioral Science
BIOCHEMISTRY
Underground Clinical Vignettes Step 1: Biochemistry
Rapid Review Biochemistry: With STUDENT CONSULT Online Access
CELL BIOLOGY
Rapid Review Histology and Cell Biology: With STUDENT CONSULT Online Access
EMBRYOLOGY
High-Yield Embryology by Dudek .
EPIDEMIOLOGY AND BIOSTATISTICS
Appleton and Lange’s Review of Epidemiology and Biostatistics for the USMLE
HISTOLOGY
Rapid Review Histology and Cell Biology: With STUDENT CONSULT Online Access
LABORATORY MEDICINE
Rapid Review Laboratory Testing in Clinical Medicine: with STUDENT CONSULT Access
MICROBIOLOGY
Clinical Microbiology Made Ridiculously Simple .
Blackwell’s Underground Clinical Vignettes: Microbiology, Volume 2, Step 1
Rapid Review Microbiology and Immunology: With STUDENT CONSULT Online Access
NEUROLOGY
Rapid Review Neuroscience
PATHOLOGY
USMLE Road Map Pathology
Rapid Review Pathology: With STUDENT CONSULT Online Access
PHARMACOLOGY
Kaplan Medical USMLE Pharmacology and Treatment Flashcards: The 200 Questions You’re Most Likely to See on the Exam For Steps 1, 2 & 3
Underground Clinical Vignettes Step 1: Pharmacology
USMLE Road Map: Pharmacology
Rapid Review Pharmacology: With STUDENT CONSULT Online Access
PHYSIOLOGY
BRS Physiology by Costanzo .
USMLE Road Map: Physiology .
Rapid Review Physiology: With STUDENT CONSULT Online Access .
PICTURES! YOU CAN CLICK ON THEM IF YOU WANT TO READ STUDENT REVIEWS.
As more resources become available, I will add them here.
USMLE Step 1 Books
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December 28, 2009
Statistics for USMLE Step 1
Quantitative methods for USMLE Step 1
Quantitative methods
- fundamental concepts of measurement
- scales of measurement
- distribution, central tendency, variability, probability
- disease prevalence and incidence
- disease outcomes (eg, fatality rates)
- associations (eg, correlation and covariance)
- health impact (eg, risk differences and ratios)
- sensitivity, specificity, predictive values
- fundamental concepts of study design
- types of experimental studies (eg, clinical trials, community intervention trials)
- types of observational studies (eg, cohort, case-control, cross-sectional, case series, community surveys)
- sampling and sample size
- subject selection and exposure allocation (eg, randomization, stratification, self-selection, systematic assignment)
- outcome assessment
- internal and external validity
- fundamental concepts of hypothesis testing and statistical inference
- confidence intervals
- statistical significance and Type I error
- statistical power and Type II error
Quantitative methods for USMLE Step 1
Immunology for USMLE Step 1
Immune responses for USMLE Step 1
Immune responses
- production and function of granulocytes, natural killer cells, and macrophages
- production and function of T lymphocytes, T-lymphocyte receptors
- production and function of B lymphocytes and plasma cells; immunoglobulin and antibodies: structure and biologic properties
- antigenicity and immunogenicity; antigen presentation; cell activation and regulation; tolerance and clonal deletion
- immunologic mediators: chemistry, function, molecular biology, classic and alternative complement pathways, cytokines, chemokines
- immunogenetics; MHC structure and function, class I, II molecules; erythrocyte antigens
- immunizations: vaccines, protective immunity
- alterations in immunologic function
- T- or B-lymphocyte deficiencies (eg, DiGeorge syndrome)
- deficiencies of phagocytic cells
- combined immunodeficiency disease
- HIV infection/AIDS and other acquired disorders of immune responsiveness
- drug-induced alterations in immune responses, immunopharmacology
- immunologically mediated disorders
- hypersensitivity (types I–IV)
- transplant and transplant rejection
- autoimmune disorders
- risks of transplantation, transfusion (eg, graft-versus-host disease)
- isoimmunization, hemolytic disease of the newborn
- immunopathogenesis
- immunologic principles underlying diagnostic laboratory tests (eg, ELISA, complement fixation, RIA, agglutination)
- innate immunity
Biology of tissue response to disease
- inflammation, including cells and mediators
- acute inflammation and mediator systems
- vascular response to injury, including mediators
- inflammatory cell recruitment, including adherence and cell migration, and phagocytosis
- bactericidal mechanisms and tissue injury
- clinical manifestations (eg, pain, fever, leukocytosis, leukemoid reaction, and chills)
- chronic inflammation
- reparative processes
- wound healing, hemostasis, and repair: thrombosis, granulation tissue, angiogenesis, fibrosis, scar/keloid formation
- regenerative processes
- neoplasia
- tumor immunology
Immune responses for USMLE Step 1
Infectious Diseases for USMLE Step 1
Microbial biology and infection for USMLE Step 1
Microbial biology and infection
- microbial classification and its basis
- bacteria and bacterial diseases
- structure and composition
- metabolism, physiology, and regulation
- genetics
- nature and mechanisms of action of virulence factors
- pathophysiology of infection
- epidemiology and ecology
- principles of cultivation, assay, and laboratory diagnosis
- viruses and viral diseases
- physical and chemical properties
- replication
- genetics
- principles of cultivation, assay, and laboratory diagnosis
- molecular basis of pathogenesis
- pathophysiology of infection
- latent and persistent infections
- epidemiology
- oncogenic viruses
- fungi and fungal infections
- structure, physiology, cultivation, and laboratory diagnosis
- pathogenesis and epidemiology
- parasites and parasitic diseases
- structure, physiology, and laboratory diagnosis
- pathogenesis and epidemiology
- principles of sterilization and pure culture technique
Microbial biology and infection for USMLE Step 1
Pharmacology for USMLE Step 1
Pharmacodynamic and pharmacokinetic processes for USMLE Step 1
Pharmacodynamic and pharmacokinetic processes
- general principles
- pharmacokinetics: absorption, distribution, metabolism, excretion, dosage intervals
- mechanisms of drug action, structure-activity relationships
- concentration- and dose-effect relationships (eg, efficacy, potency), types of agonists and antagonists and their actions
- individual factors altering pharmacokinetics and pharmacodynamics (eg, age, gender, disease, tolerance, compliance, body weight, metabolic proficiency, pharmacogenetics)
- drug side effects, overdosage, toxicology
- drug interactions
- regulatory issues (eg, drug development, approval, scheduling)
- general properties of autacoids, including peptides and analogs, biogenic amines, prostanoids and their inhibitors, and smooth muscle/endothelial autacoids
- general principles of autonomic pharmacology
- general properties of antimicrobials, including mechanisms of action and resistance
- general properties of antineoplastic agents and immunosuppressants, including drug effects on rapidly dividing mammalian cells
Pharmacodynamic and pharmacokinetic processes for USMLE Step 1
Gastrointestinal topics for USMLE Step 1
Gastrointestinal topics for USMLE Step 1
Gastrointestinal System
Normal processes
- embryonic development, fetal maturation, and perinatal changes
- organ structure and function, including alimentary canal, liver and biliary system, salivary glands and exocrine pancreas, motility, and digestion and absorption
- cell/tissue structure and function
- endocrine and neural regulatory functions, including GI hormones
- salivary, gastrointestinal, pancreatic, hepatic secretory products, including enzymes, proteins, bile salts, and processes
- synthetic and metabolic functions of hepatocytes
- repair, regeneration, and changes associated with stage of life
- gastrointestinal defense mechanisms and normal flora
Abnormal processes
- infectious, inflammatory, and immunologic disorders
- infectious disorders (eg, peritonitis, hepatitis, gingivostomatitis, peptic ulcer, gastritis, esophagitis, traveler’s diarrhea, food poisoning)
- inflammatory disorders (eg, cholecystitis, pancreatitis)
- immunologic disorders (eg, Crohn disease, ulcerative colitis)
- traumatic and mechanical disorders
- malocclusion
- hiatus hernia
- obstruction (eg, volvulus, intussusception, esophageal atresia, annular pancreas, postsurgical obstruction)
- perforation of hollow viscus and blunt trauma
- inguinal, femoral, and abdominal wall hernias
- esophageal and intestinal diverticula (eg, Meckel diverticulum)
- neoplastic disorders, including benign and malignant
- metabolic and regulatory disorders (eg, motility disorders, malabsorption, hepatic failure, cholelithiasis)
- vascular disorders (eg, portal hypertension, esophageal varices, hemorrhoids, anal fissure, ischemia, angiodysplasia, thromboses, vasculitis)
- systemic disorders affecting the gastrointestinal system
Principles of therapeutics
- mechanisms of action, use, and adverse effects of drugs for treatment of disorders of the gastrointestinal system
- treatment and prophylaxis of peptic ulcer disease and gastroesophageal reflux (eg, antacids, antisecretory drugs, motility drugs, mucosal protective agents, antibiotics)
- drugs to alter gastrointestinal motility (eg, cathartics, antidiarrheal drugs, antiemetic drugs, prokinetic drugs)
- fluid replacement (eg, oral rehydration)
- pancreatic replacement therapy and treatment of pancreatitis
- drugs for treatment of hepatic failure (eg, lactulose) and biliary disease (eg, drugs to dissolve gallstones)
- anti-inflammatory, immunosuppressive, antineoplastic, and antimicrobial drugs
- other therapeutic modalities (eg, surgical procedures, stents, feeding tubes)
Gender, ethnic, and behavioral considerations affecting disease treatment and prevention, including psychosocial, cultural, occupational, and environmental
- emotional and behavioral factors (eg, peptic ulcer, encopresis, Monday morning stomach)
- influence on person, family, and society (eg, inflammatory bowel disease, irritable bowel disease, pancreatitis and alcohol, chronic laxative abuse)
- occupational and other environmental risk factors
- gender and ethnic factors (eg, diets)
Multisystem processes
- nutrition
- generation, expenditure, and storage of energy at the whole-body level
- assessment of nutritional status across the life span, including calories, protein, essential nutrients, hypoalimentation
- functions of nutrients, including essential, trans-fatty acids, cholesterol
- protein-calorie malnutrition
- vitamin deficiencies and/or toxicities
- mineral deficiencies and toxicities
- eating disorders (eg, obesity, anorexia, bulimia, alternative diets, and nutritional supplements)
- temperature regulation
- adaptation to environmental extremes, including occupational exposures
- physical and associated disorders (eg, temperature, radiation, burns, decreased atmospheric pressure, high-altitude sickness, increased water pressure)
- chemical (eg, gases, vapors, smoke inhalation, agricultural hazards, volatile organic solvents, heavy metals, principles of poisoning and therapy)
- fluid, electrolyte, and acid-base balance and disorders (eg, dehydration, acidosis, alkalosis)
Gastrointestinal topics for USMLE Step 1
Psychiatry topics for USMLE Step 1
Psychiatry topics for USMLE Step 1
Gender, ethnic, and behavioral considerations affecting disease treatment and prevention, including psychosocial, cultural, occupational, and environmental
- progression through the life cycle, including birth through senescence
- cognitive, language, motor skills, and social and interpersonal development
- sexual development (eg, puberty, menopause)
- influence of developmental stage on physician-patient interview
- psychologic and social factors influencing patient behavior
- personality traits or coping style, including coping mechanisms
- psychodynamic and behavioral factors, related past experience
- family and cultural factors, including socioeconomic status, ethnicity, and gender
- adaptive and maladaptive behavioral responses to stress and illness (eg, drug-seeking behavior, sleep deprivation)
- interactions between the patient and the physician or the health care system (eg, transference)
- patient adherence, including general and adolescent
- patient interviewing, consultation, and interactions with the family
- establishing and maintaining rapport
- data gathering
- approaches to patient education
- enticing patients to make lifestyle changes
- communicating bad news
- “difficult” interviews (eg, anxious or angry patients)
- multicultural ethnic characteristics
- medical ethics, jurisprudence, and professional behavior
- consent and informed consent to treatment
- physician-patient relationships (eg, ethical conduct, confidentiality)
- death and dying
- birth-related issues
- issues related to patient participation in research
- interactions with other health professionals (eg, referral)
- sexuality and the profession; other “boundary” issues
- ethics of managed care
- organization and cost of health care delivery
Psychiatry topics for USMLE Step 1
Genetics topics for USMLE Step 1
Genetics topics for USMLE Step 1
Human development and genetics
- embryogenesis: programmed gene expression, tissue differentiation and morphogenesis, homeotic genes, and developmental regulation of gene expression
- congenital abnormalities: principles, patterns of anomalies, dysmorphogenesis
- principles of pedigree analysis, including inheritance patterns, occurrence and recurrence risk determination
- population genetics: Hardy-Weinberg law, founder effects, mutation-selection equilibrium
- genetic mechanisms: chromosomal abnormalities, mendelian inheritance, multifactorial diseases
- clinical genetics, including genetic testing, prenatal diagnosis, newborn screening, genetic counseling/ethics, gene therapy
Human development and genetics for USMLE Step 1
December 27, 2009
Cell biology topics for USMLE Step 1
Cell biology topics for USMLE Step 1
Biology of cells
- structure and function of cell components (eg, endoplasmic reticulum, Golgi complex, mitochondria, lysosome, peroxidase, endosome, centriole, microtubule, ribosome, polysome, plasma membrane, cytosol, cilia, nucleus, cytoskeleton,)
- signal transduction (including basic principles, receptors and channels, second messengers, signal trasnduction pathways)
- cell-cell and cell-matrix adhesion
- cell motility
- intracellular sorting (eg, trafficking, endocytosis)
- cellular homeostasis (eg, turnover, pH maintenance, proteasome, ions, soluble proteins)
- cell cycle (eg, mitosis, meiosis, structure of spindle apparatus, cell cycle regulation)
- structure and function of basic tissue components (including epithelial cells, connective tissue cells, muscle cells, nerve cells, and extracellular matrix)
- adaptive cell response to injury
- intracellular accumulations (eg, pigments, fats, proteins, carbohydrates, minerals, inclusions, vacuoles)
- mechanisms of injury and necrosis
- apoptosis
Biology of cells for USMLE Step 1
source: http://usmle.org/Examinations/step1/content/principles.html
December 25, 2009
July 4, 2009
Step 1 USMLE Flashcards
Step 1 USMLE Flashcards
Click on the link or image below to read student reviews.
Kaplan Medical USMLE Pharmacology and Treatment Flashcards
Kaplan Medical USMLE Examination Flashcards
Kaplan Medical USMLE Physical Findings Flashcards: The 200 Questions You’re Most Likely to See on the Exam
Kaplan Medical USMLE Diagnostic Test Flashcards
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June 28, 2009
Step 1 USMLE Books
Step 1 USMLE Books
Click on any of the images below to learn more about the step 1 prep books and other usmle prep materials, read student reviews.
Click on any of the images below to learn more about the book.
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July 4, 2008
Significance of your USMLE Step 1 score
I’ve found some information on the importance of your Step 1 score and getting into a residency. Obviously it’s important, as we all know, but it’s not everything. Here are some articles. What do you think?
RESOURCES FOR USMLE STEP 1
Click on the links or images to learn more about each book.
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High-Yield Behavioral Science (High-Yield Series) by Barbara Fadem
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BRS Physiology by Linda S Costanzo
Clinical Microbiology Made Ridiculously Simple by Mark Gladwin
BRS Cell Biology and Histology
MedEssentials: High-Yield USMLE Step 1 Review
First Aid QAndA for the USMLE Step 1
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1: J Bone Joint Surg Am. 2006 Mar;88(3):671-6. Links
Orthopaedic in-training examination scores: a correlation with USMLE results.Black KP, Abzug JM, Chinchilli VM.
Department of Orthopaedics and Rehabilitation, Penn State Milton S. Hershey Medical Center, P.O. Box 850, M.C. H089, Hershey, PA 17033, USA. kblack@psu.edu
BACKGROUND: Both the United States Medical Licensing Examination and the Orthopaedic In-Training Examination measure factual recall as well as interpretative and problem-solving skills. The former examination is used to a variable degree by postgraduate programs in resident selection. Orthopaedic In-Training Examination scores are one measure of the medical knowledge of residents and are used by all American orthopaedic residency programs on a yearly basis. This investigation was performed to retrospectively review Orthopaedic In-Training Examination scores of orthopaedic residents who took the examination in our program. In addition, we sought to determine whether a relationship existed between performance on the Orthopaedic In-Training Examination and the United States Medical Licensing Examinations taken while in medical school. METHODS: The records of each orthopaedic resident who took the examination from November 1993 through November 2000 were reviewed. Correlation coefficients and 95% confidence intervals were calculated to assess the relationship, if any, between the Orthopaedic In-Training Examination percentiles and the three-digit scores on the Step-1 and Step-2 United States Medical Licensing Examination. In addition, examination scores were evaluated longitudinally from year-in-training 1 through 4. RESULTS: A significant moderate-sized correlation was found between United States Medical Licensing Examination Step-2 scores and Orthopaedic In-Training Examination score percentiles (p < 0.05); however, with the numbers available, no correlation was seen between United States Medical Licensing Examination Step-1 scores and Orthopaedic In-Training Examination scores. The mean Orthopaedic In-Training Examination scores were in the 66th percentile for year-in-training 1, the 53rd percentile for year 2, the 57th percentile for year 3, and the 50th percentile for year 4. Residents in the laboratory for one year scored in the 88th percentile while in the laboratory (year 0), in the 86th percentile in year 1, and in the 48th percentile in year 4. CONCLUSION: Although Step-1 United States Medical Licensing Examination scores have been used by our department as a major factor in resident selection historically, our data failed to reveal a significant correlation with performance on the Orthopaedic In-Training Examination. The decrease in Orthopaedic In-Training Examination scores over time for our residents who worked in the laboratory is most likely attributable to multiple factors, including clinical workload hours.
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1: Acad Med. 1993 Oct;68(10):753-9. Links
Comment in:
Acad Med. 1993 Oct;68(10):778.
Use of the USMLE to select residents.
Berner ES, Brooks CM, Erdmann JB.
University of Alabama School of Medicine, Office of Educational Development, Birmingham 35294-2041.
Many studies have examined the relationships between students’ performances on the National Board of Medical Examiners (NBME) Part I and Part II examinations and their postgraduate clinical performances. Most studies have found a positive relationship between students’ NBME examination scores and the ratings of residents’ clinical performances and/or scores on specialty board certification examinations. Surveys of residency directors have also shown that NBME scores are used as part of the process for selecting residents, although other data and other selection criteria are considered more useful than the NBME scores. One area of continued concern is that a large body of data on the United States Medical Licensing Examination (USMLE) is not yet available. However, the predictive validity of the NBME scores supports the use of USMLE scores as part of the review process to screen potential residents. Residency directors should continue to use a variety of criteria in their final selection decisions and are encouraged to use their own program-specific data to establish and monitor particular cutoff scores for screening applicants.
Thanks for reading. What do you think?
1: J Am Coll Surg. 2008 Mar;206(3):533-9. Epub 2007 Nov 26. Links
Does US Medical Licensing Examination Step l score really matter in surgical residency match outcomes (and should it)?Andriole DA, Yan Y, Jeffe DB.
Department of Surgery, Washington University School of Medicine, St Louis, MO 63110, USA. andrioled@wustl.edu
BACKGROUND: The relationship between US Medical Licensing Examination Step 1 scores and core surgical-specialty match outcomes has not been well defined. STUDY DESIGN: With IRB approval, we measured associations between aggregate Step 1 scores and other specialty-specific, match-process variables for 3 surgical-specialty matches. Chi-square tests measured differences between proportions of US students and independent applicants (ie, all non-US allopathic student applicants) who matched. Independent samples t-tests compared differences in Step 1 scores between matched- and unmatched-applicant groups. Pearson correlations measured the magnitude and direction of associations between matched-applicants’ Step 1 scores and other variables of interest and between Step 1 scores for all match participants and percentage of positions filled by US students (two-tailed p values). RESULTS: Step 1 scores were lower for unmatched- than matched-applicant groups for each specialty examined (each p < 0.0001). Matched-applicant groups’ Step 1 scores positively correlated with each unmatched-applicant groups’ Step 1 scores (r =.82, p < 0.0001), Step 1 gap between matched- and unmatched-applicant groups’ scores (r = .40, p = 0.035), percentage of positions filled by US students (r = .62, p < 0.0001), and mean number of applications filed/applicant (r = .50, p < 0.0001). Step 1 scores for all match participants correlated with percentage of positions filled by US students (r = .61, p = 0.0006). CONCLUSIONS: Step 1 scores were closely related to match process outcomes and match participation itself, with increasing Step 1 scores among both matched- and unmatched-applicant groups as specialty selectivity increased.
PMID: 18308226 [PubMed - indexed for MEDLINE]
RESOURCES
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USMLE STEP 1
First Aid for the USMLE Step 1 (2010)
High-Yield Behavioral Science by Barbara Fadem
High-Yield Embryology by Ronald W Dudek
BRS Physiology by Linda S Costanzo ($5)
Clinical Microbiology Made Ridiculously Simple by Mark Gladwin
BRS Cell Biology and Histology
MedEssentials: High-Yield USMLE Step 1 Review
First Aid QAndA for the USMLE Step 1
March 19, 2008
USMLE Site Reviews
Dear MS2’s,
Tell us what site you took Step 1, your overall experience, and any advice you have for future test takers.
Thanks!
HOW TO MAKE A SUBMISSION:
Copy and paste the questions above into the comments box. If you don’t see a comments box below, click on “comments”. Answer the questions, click on “submit”. That’s it! Thank you!
If you wish your response to be anonymous, do not leave your name or email address.
February 25, 2008
Your Study Strategy for the USMLE Step1
Dear MS2s!
Share your study plan/strategy with your fellow classmates and underclassmen.
Copy and paste these questions into the comments box and answer them, then click submit.
1. How would you describe your study strategy now?
2. What BOOKS are you using right now to study for the boards?
3. What flashcards are you using right now?
.
4. What SELF ASSESSMENTS/QUIZZES are you using right now?
.
5. What OTHER RESOURCES are you using in any capacity for Boards review at the moment? Audio, Websites, Syllabi
.
6 What STUDY TECHNIQUES are you using that you would recommend to others? Be concise but descriptive.
Below is a little skit from the students at University of Pittsburg School of Medicine (class of 2009). It’s about PBL, our favorite pasttime.
[youtube=http://www.youtube.com/watch?v=un4ULrgVYMY&feature=related]
Student Responses:
2. What BOOKS are you CASUALLY REVIEWING for Boards review at the moment?
First Aid 2008
3. What BOOKS are you SETTING TIME ASIDE TO READ for Boards review at the moment?
BRS Path, BRS Phys, High Yield Embryology, Micro Made Ridiculously Simple, First Aid
8. What OTHER RESOURCES are you using in any capacity for Boards review at the moment? Audio, Websites, Syllabi etc.
Goljan audio (not yet listened)
9. What STUDY TECHNIQUES are you using that you would recommend to others? Be concise but descriptive.
Not sure…practice questions will be useful.
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1. Select all that best describe your current approach to boards studying RIGHT NOW
Reviewing foundational concepts
Reviewing to memorize now and through test day
3. What BOOKS are you SETTING TIME ASIDE TO READ for Boards review at the moment?
First Aid, BRS Path, BRS Phys
7. What SELF ASSESSMENTS/QUIZES are you SETTING TIME ASIDE TO ANSWER for Boards review at the moment?
First Aid Q&A
8. What OTHER RESOURCES are you using in any capacity for Boards review at the moment? Audio, Websites, Syllabi etc.
wikipedia
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