Guides & Study Aids

Dermatology Comparison Chart

All 135 conditions from the Exam 1 dermatology block in one sortable table, read left to right: a picture from the slides, the name, the usual presentation together with how a patient actually describes it, the first test and the gold standard, first-line then second-line treatment, the labs to order if the disease process needs any, and the patient education. Filter by lecture, or read down a single column to compare across conditions — the first-test column shows at a glance how much of dermatology is a clinical diagnosis. Every cell comes from the lecture PowerPoints and every slide picture cites its deck and slide. The two conditions the decks never illustrate — phytophotodermatitis and chronic paronychia — carry a credited, openly licensed photograph instead; postherpetic neuralgia has none on purpose, being pain after the rash has healed.

Dermatology Staging & Grading Chart

Every staged, graded or threshold system in the Exam 1 dermatology block in one place, now with a picture beside each one: the six pressure injury stages, sunburn by degree, Stevens-Johnson through toxic epidermal necrolysis by body surface area, SCORTEN with its seven variables and the mortality for each score, the Fitzpatrick skin types I–VI, the four epidermolysis bullosa types by depth of cleavage, the three Lyme stages, the three zoster phases, varicella’s several-stages-at-once rule, the four phases of wound healing, hemangioma and keratoacanthoma growth phases, the acute-subacute-chronic eczema stages, the corticosteroid potency ladder, acne severity to treatment, and all four melanoma systems — Clark levels, Breslow thresholds, overall stage 0 to IV and the TNM table — plus the 1 cm size cut-offs that decide macule from patch. Every picture enlarges on click. CMS decks only, each section citing its lecture and slide. Five of these systems exist in the decks only as pictures — the pressure injury table, Clark levels, the melanoma stage figure and the TNM table sit on slides whose text extracts as nothing at all, so they were read off the images and typed out.

Ophthalmology Comparison Chart

All 31 conditions from the Exam 2 ophthalmology block in one filterable table, read left to right: the words a vignette will use to hand it to you, how it presents and what you find on examination, what to order and what causes it, what to give, how fast the patient has to be seen, and what you tell them. Filter by region — eyelid, lacrimal, surface, conjunctivitis, sclera, orbit, cornea, uvea — or read down a single column to compare across conditions. The “How fast” column is the ophthalmology-specific one: in dermatology the useful axis was first-line against second-line treatment, but here the decision that changes an outcome is the disposition. Where a slide reads as an absolute and its own speaker notes soften it, the hedge is what is written. Every condition the deck photographs carries its picture, cited to its slide — 27 of the 31 rows. Two of the deck’s own images are deliberately left out: slide 29’s hyphema and slide 27’s conjunctival intraepithelial neoplasia are captioned DDX on the slide itself, and putting either in a chart cell would claim it is what the condition looks like. Every one of the 31 now has a picture: the four with no slide image — gonococcal and neonatal chlamydial conjunctivitis, trachoma and autoimmune conjunctivitis — carry a credited, openly licensed photograph from elsewhere.

Ophthalmology Referral Urgency

Every condition in the Exam 2 ophthalmology block that needs ophthalmology sooner than a routine clinic slot — 57 of them — sorted by how fast, each with the finding that identifies it and the first thing to do. The tiers are not invented for this page: Lecture 10 closes on six slides of pure triage that the deck builds to and never revisits, and they are reproduced here in order — the first sixty seconds, completed before naming a diagnosis; the danger signs that mean this is not simple conjunctivitis; localizing by pattern; and the explicit four-tier disposition. 25 emergent, 6 same-day, 26 urgent, drawn from all five lectures. Two sections carry the things that are easiest to get wrong: the conditions that are routine until a trigger fires — where the diagnosis does not change, only the disposition — and the eight prohibitions each lecture states outright, including never dilating an eye when trauma is suspected, never removing a penetrating object, and never sending a patient home with topical anesthetic. Every urgency was checked slide by slide against all five decks. Where a lecture says only “refer” and never says how fast, the row says so instead of inventing an interval; and where a deck gives two different answers in two places — scleritis is urgent on its own slide and same day on the disposition slide, corneal ulcer is emergent on its own slide and same day on the disposition slide — both are printed, because which one you revised decides how you answer.

ENT Comparison Chart

All five lectures are in — 127 conditions. Every condition from the ear, hearing and balance, nose, neck and oral cavity lectures in one filterable table, read left to right: the words a vignette will use to hand it to you, how it presents and what you find on examination, what to order and what causes it, what to give, how fast the patient has to be seen, and what you tell them. The middle column is the type of hearing loss, and that is the change from the ophthalmology chart. Ear disease does not separate on laterality — nearly everything here is one-sided — so conductive against sensorineural takes its place, which is the axis Weber and Rinne exist to answer and the one that sorts almost every row. Filter to just the conductive causes, just the sensorineural ones, or just the painful ones, and read down. Otitis externa against otomycosis against malignant otitis externa; chalky retracted drum against bulging against bubbles behind it; the vertigo that lasts seconds against minutes to hours against days. Every picture cites its lecture as well as its slide, because the two decks number their slides independently — and three of them come from slides carrying no words at all, resolved against the slide before them rather than guessed at. Nineteen rows have no picture on purpose: there is nothing to photograph in ototoxicity, Ménière’s or vestibular neuronitis, and a cell showing a bottle of ear drops would not tell you what the disease looks like.

Pharmacology I Exam 1 Indications & Patient Education

What each drug is for, and what you tell the patient — 89 entries across all three Exam 1 decks, each citing its slide. The twelve indications Lecture 1 calls “drug of choice” outright are flagged green, since that phrase is the most directly answerable thing in the deck. Carries the counseling points that get asked: the 48-hour oseltamivir window, Afrin’s three-day rebound-congestion limit, tyramine with a monoamine oxidase inhibitor, why benzoyl peroxide inactivates tretinoin, and the 12 months a toenail takes. No dosages — Dr. Wood does not test them.

Pharmacology I Exam 1 Side Effects

68 entries grouped by the system the effect hits, because that is how a stem gives it to you. Surfaces the four patterns that repeat across unrelated classes and are therefore the most askable: QT prolongation and Torsades, ototoxicity with nephrotoxicity, Stevens-Johnson and toxic epidermal necrolysis, and hypokalemia with hypomagnesemia. Each row pairs the effect with what to monitor.

Pharmacology I Exam 1 Contraindications

Every contraindication, prohibition and named reaction across all three Exam 1 decks in one place — 68 entries, each citing its slide. Named reactions are bold and underlined: Red Man Syndrome, disulfiram-like reaction, serotonin syndrome, malignant hyperthermia, epinephrine reversal, first-dose syncope, the anticholinergic toxidrome. Separate tables for pregnancy and teratogenicity and for the three age limits (30 days, 8 years, 18 years). Rows are tiered so a stated caution is never dressed up as a contraindication. Built after Dr. McInnis’s email that contraindications are under-studied.

Pharmacology I Exam 1 — Autonomic Receptor Chart

Alpha-1, alpha-2, beta-1, beta-2, muscarinic and nicotinic on one page: where each receptor sits, what it does, and every drug in the lecture that turns it on or off. Opens with the whole thing in six lines to memorize, then one card per receptor reading left to right in the order the lecturer said to think — where → what happens → which drugs. The deck has no table like this: it teaches the receptors on four slides, the organ actions as a figure, and the drugs one at a time across nearly a hundred more. Leads with the two that catch people. Alpha-1 and alpha-2 pull in opposite directions and the number is not what decides it — alpha-1 sits on the target organ so stimulating it squeezes, alpha-2 sits on the nerve ending before it so stimulating it turns the whole outflow down, which is why phenylephrine raises blood pressure and clonidine lowers it. And beta-2 is why “non-selective” matters: propranolol, timolol and nadolol close airways. Every drug is filed under its class — direct-acting catecholamines, direct-acting synthetics, indirect-acting, mixed-action, the selective and non-selective blockers, those with partial agonist activity, and the combined alpha and beta agents — because the answer choices give you a drug name and the skill is putting it back in its bin. Carries DUMBBELS and the M-T-W-H-F days-of-the-week nicotinic list, plus the lecture’s own organ-by-organ figure with sympathetic in red and parasympathetic in blue. Every card cites its slides.

Pharmacology I Exam 1 — Cholinergic Drug Chart

The drug-side companion to the receptor chart. 18 agents across five groups — direct-acting agonists, the cholinesterase inhibitors, the antimuscarinics, the ganglionic blockers and the neuromuscular blockers — each read as what it does at the receptor → what it is used for → what to watch for, with its slide. Opens with the five pairs that actually get confused, because almost every hard question in this half of the lecture is two drugs that look interchangeable and are separated by exactly one axis: bethanechol against carbachol (does it hit nicotinic too), physostigmine against neostigmine (the blood–brain barrier — the axis Dr. Wood built a review answer on), edrophonium against pyridostigmine (diagnose against maintain), non-depolarizing against depolarizing blockade (whether a cholinesterase inhibitor can reverse it), and atropine at low against high dose, where the same drug slows then speeds the same heart. Also carries the things that are easy to lose in the slide order: antimuscarinics do not touch nicotinic receptors, nicotine stimulates at low concentration and blocks at high, succinylcholine is broken down by plasma pseudocholinesterase so a genetic deficiency means prolonged apnea, and malignant hyperthermia is treated with dantrolene.

Pharmacology I Exam 1 — Gram Coverage by Drug Class

All 26 antibiotic classes on one screen: does it cover gram-positives, gram-negatives, anaerobes — and which way it leans. Eight lean gram-positive, four lean gram-negative, thirteen cover both equally, and one covers neither because it is anaerobes-only. None of these are my judgments. Most class slides carry a small traffic-light table and this page reads the color of the circle under each heading straight out of the deck, so every cell is the lecturer’s own verdict with its slide number beside it. Leads with the generation rule the cephalosporin block turns on — gram-negative cover improves and gram-positive is given away as you climb, except fourth generation, which breaks the trade-off, and fifth, where MRSA cover appears. Filter to just the gram-positive agents, just the gram-negative ones, or just what hits anaerobes. This is the axis Dr. Wood said at the exam review that he actually tests: not which drug treats one named organism, but which of four agents would cover the bug in front of you.

Pharmacology I Exam 1 — Killers, Commons and Zebras

Asked at the exam review which adverse effects to focus on, Dr. Wood did not give a list — he gave three buckets and told the class to sort everything into them. Killers mean immediate discontinuation and are what you warn a patient about in advance, so they do not decide skin sloughing off is normal. Commons belong to the group, not the drug — asked whether penicillins, cephalosporins and carbapenems need learning separately he said “no, they’re all the same”, so they are listed by group and the effort goes where a class breaks the pattern. Zebras are uncommon but unique to one drug, and each is worth about a question. 7 killers, 6 groups of commons, 9 zebras, every one citing its slide. The nine effects he named himself are badged as his; the rest are the decks’ own adverse effects sorted by his criteria, so you can check each against the slide beside it. The companion to the drug-by-drug side-effects chart — that one is shaped for looking something up, this one is shaped the way the question comes.

Pharmacology I Exam 1 — What Dr. Wood Told You to Star

From the recordings, not the slides — the decks never say which facts he weights, and he told the class outright. He states his own emphasis marker, then says “notable” 45 times in Lecture 1 alone with 22 explicit instructions to star or underline. Covers his four standing rules (QT prolongation, MRSA coverage, teratogenic drugs, and the three-day rebound rule), four complete test-question shapes he handed over (hotel air-conditioning pneumonia is always Legionella; red head-to-toe after a 30-minute infusion is vancomycin; retained tampon with septic shock is clindamycin, because it binds the toxin; and acne that failed benzoyl peroxide for irritation goes to a topical retinoid), what he said about how he writes the test, and all 35 drugs he flagged. Also where the time actually went — every topic in all three lectures ranked by minutes spent, measured from the recordings, because he said outright that time spent is his own signal for what he writes questions about. 48 quotes, each with its timestamp.

Pharmacology I Exam 1 — Dr. Wood’s Exam Review Session

The companion to the page above, from the review session held the evening before the paper — the class asking questions and him answering. A review session is the one recording where a lecturer says what is and is not being asked, and he did: eleven standing scope rules and twelve answered questions, each quoted with its timestamp. He told them the paper’s shape — five questions per scheduled lecture hour, so 15 from the first deck and 15 from the second (he talked himself between 40 and 45 for the total and is quoted hedging, not tidied up). He cut scope out loud: skip the infectious-disease indications, which come with pulmonology later; know instead which bugs an agent covers — MRSA, Pseudomonas, Clostridioides difficile — and whether it hits anaerobes or atypicals. Dermatology is the stated exception. Do not memorize numbers; he supplies any value in the stem and asks why you check it — the vancomycin trough must sit high, the gentamicin trough must be undetectable, and knowing which is which is the question. Learn by class, but answer by drug name: most of his items come down to four named drugs you must place back in their bin. Plus the “killers, commons and zebras” framework for every adverse effect, the full acne ladder to isotretinoin, flaccid paralysis as phase two of succinylcholine, blood–brain barrier penetration as what separates physostigmine from neostigmine, how he builds distractors so two right answers never appear together, and the habit he begged them twice to break — do not change your answers.

PDM Exam 1 — Most Likely Tested

The ranked one, and the only page here that deliberately leaves things out. It opens with what to stop studying — the animal hearing ranges, the magnetic resonance machine-strength point, memorizing reference ranges, calculating a filtration rate — each with the lecturer’s own words and a timestamp. Then all six lectures sorted NEAR-CERTAIN, LIKELY, POSSIBLE, with the evidence for every call: what was said out loud, how much lecture time it got, and which syllabus objective it answers. 94 rows.

PDM Exam 2 — Coagulation Tests Reference Chart

Every coagulation and hemostasis test in one chart: what it measures, its pathway, its reference value and what an abnormal result suggests. Then the pattern grids typed from the slide pictures (disseminated intravascular coagulation, heparin, hemophilia, von Willebrand disease, liver disease, platelet disorders), the two algorithms step by step, and the platelet count tiers. Every value from the lecture deck, slide cited on each row.

Physical Diagnosis 2 Exam 2 — Special Maneuvers

Valsalva, standing, squatting, raised legs and hand grip — what each does to preload and afterload, and to aortic stenosis, mitral valve prolapse and hypertrophic cardiomyopathy. The class handout as written, checked against the lecture.

ENT OSCE Run-Sheet — 16 September

The whole station in order, not just the maneuvers: the introduction, the focused history of present illness with associated ear, nose and throat symptoms, focused review of systems and background history, vital sign interpretation, the full ENT examination from otoscopy through the cervical node chains, then differentials, studies with justification, diagnosis, treatment plan with patient education, and the one-minute case presentation. 123 items, each tagged spoken or hands-on, with the exact words to say. Ticks persist and it prints.

ENT OSCE Disease Chart

The run-sheet’s companion: all 127 ear, nose, throat, neck, thyroid and oral conditions in three tiers, routine first (55), then urgent (54), then emergent (18). For each one — how the patient describes it in their own words, what you see on inspection, the physical exams that rule it in or out, the top three differentials with what separates each, the tests and what a positive actually looks like, treatment with referral urgency, and patient education. Filter by region.

Cardiac OSCE Run-Sheet — 21 October

The whole station in order: focused history for chest pain, dyspnea, palpitations and syncope, the cardiac risk factors as a set, then the examination at thirty degrees — jugular and carotid, precordial inspection, palpation for heaves and for thrills, auscultation at all five areas with both diaphragm and bell, lung bases, and the peripheral vascular exam — then differentials, studies, diagnosis, plan and presentation. 120 items.

Pulmonary OSCE Run-Sheet — 10 November

The whole station in order: focused history for cough and dyspnea including the pulmonary embolism and heart failure questions, exposures and pack-years, then inspection, palpation with tactile fremitus, percussion with diaphragmatic excursion, and auscultation in a ladder pattern with the transmitted voice sounds — then differentials, studies, diagnosis, plan and presentation. 119 items.