STEP 2 DAILY SCHEDULE
In keeping our programs small (less than 20 students) we are able to focus on each student’s progress throughout the program.
Unlike other review programs that offer 8 hours of lecture per day, our daily program consists of several components:
1. Diagnosis:
Students take this test and we evaluate their responses to ascertain what error patterns may present themselves. We look at variables embedded in the way each question is structured, in the concept the question is designed to tap, and in every student’s approach to, success in, or difficulty in answering each question correctly. Specifically we want to determine your approach to answering questions so that we will know what needs to be addressed. The diagnosis is an intensive process, but we find it much more helpful in developing individual study plans rather than the statistics embodied in an USMLE report which only targets areas on weakness and strengths in subject matter. Our diagnostic test determines how the student processes information when he/she answers board questions.
And so we begin with a diagnosis and development of an individual study plan for each student.
2. Preliminary concept mastery:
We have a small but powerful list of absolutely essential concepts that students must encompass before mastering how to answer board questions more effectively. Many of these concepts seem clear enough when presented by themselves, but they may cause serious problems when they are embedded in a complex set of data presented in board-style questions. We have been at this work long enough to know what the concepts are and we begin to address them on the first day of our program.
3. Question group:
We think this is the epicenter of our program. In small groups, students learn our approach to questions and respond orally and singly to board-type questions, with evaluative comments from the tutor. It is in these sessions that students identify key concepts which they either misunderstand or do not fully comprehend, and detect subjects for individual follow-up study. In these sessions, students have the opportunity to observe and to model the logic that is necessary in responding to content-based questions.
Once the students master the protocol we move from working questions on paper to questions on computer and practice using the wipe off board, similar to the ones you are given at the Prometric centers.
4. Supplemental Instruction (SI):
During these sessions students work in groups and process high yield content, organize it for long term recall, and correct any misunderstandings.
Detailed description of Supplemental Instruction (SI) (a student academic assisted learning program implemented in universities across the globe) has proven results in:
Immediate practice and reinforcement of these acquired skills is provided directly after a SI session when we apply this to board-style questions.
5. Clinical Presentations:
A specialized review on Step 2 commonly asked diseases, their symptoms and drugs to treat them.
Scheduled activities encompass an 7 hour day, Monday through Friday, and we strongly recommend study groups for an hour every night. We also offer one on one sessions with students during the week.
