# ⬅️

https://collectednotes.com/apexmd

 

https://collectednotes.com/apexmd

⬅️

# Eisenhower's Urgent/Important Principle - Time Management Skills

- - -

![](https://www.mindtools.com/media/Resized-Images/Articles/Time_Management/26_is_19990740_blackred_2x1.jpg)

© iStockphoto  
blackred

Focus on your most important work.

Imagine that your boss has asked you to prepare an important presentation for the next board meeting.

You only have a few days to put it together, your workload is already high, and you have many other urgent tasks on your To-Do List. Because of this, you're anxious, you can't concentrate, and everything seems to distract you.

Time stressors are some of the most pervasive sources of pressure in the workplace, and they happen as a result of having too much to do, in too little time. So, how can you beat this stress, and deliver the things that are essential to doing a good job?

Eisenhower's Urgent/Important Principle helps you think about your priorities, and determine which of your activities are important and which are, essentially, distractions.

## What Are "Urgent" and "Important" Activities?

In a 1954 speech to the Second Assembly of the World Council of Churches, former U.S. President Dwight D. Eisenhower, who was quoting Dr J. Roscoe Miller, president of Northwestern University, said: "I have two kinds of problems: the urgent and the important. The urgent are not important, and the important are never urgent." This "Eisenhower Principle" is said to be how he organized his workload and priorities.

He recognized that great time management means being effective as well as efficient. In other words, we must spend our time on things that are important and not just the ones that are urgent. To do this, and to minimize the stress of having too many tight deadlines, we need to understand this distinction:

* **Important** activities have an outcome that leads to us achieving our goals, whether these are professional or personal.
* **Urgent** activities demand immediate attention, and are usually associated with achieving someone else's goals. They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate.

When we know which activities are important and which are urgent, we can overcome the natural tendency to focus on unimportant urgent activities, so that we can clear enough time to do what's essential for our success. This is the way we move from "firefighting" into a position where we can grow our businesses and our careers.

## How to Use Eisenhower's Principle

To use this principle, list all of the activities and projects that you feel you have to do. Try to include everything that takes up your time at work, however unimportant. (If you manage your time using a [To-Do List](https://www.mindtools.com/pages/article/newHTE_05.htm) or [Action Program,](https://www.mindtools.com/pages/article/newHTE_83.htm) you will have done this already.) 

Next, think about each activity and put it into one of four categories, as shown in figure 1, below:

#### Figure 1 – Eisenhower's Urgent/Important Principle

![](https://www.mindtools.com/media/Diagrams/Urgent-Important-Principle.jpg)

Then use the strategies described below to schedule your activities.

### 1\. Important and Urgent

There are two distinct types of urgent and important activities: ones that you could not have foreseen, and others that you've left until the last minute.

You can eliminate last-minute activities by planning ahead and [avoiding procrastination](https://www.mindtools.com/pages/article/newHTE_96.htm).

However, you can't always predict or avoid some issues and crises. Here, the best approach is to leave some time in your schedule to handle unexpected issues and unplanned important activities. (If a major crisis arises, then you'll need to reschedule other tasks.)

If you have a lot of urgent and important activities, identify which of these you could have foreseen, and think about how you could schedule similar activities ahead of time, so that they don't become urgent.

### 2\. Important but Not Urgent

These are the activities that help you achieve your personal and professional goals, and complete important work.

Make sure that you have plenty of time to do these things properly, so that they do not become urgent. Also, remember to leave enough time in your schedule to deal with unforeseen problems. This will maximize your chances of keeping on track, and help you avoid the stress of work becoming more urgent than necessary.

### 3\. Not Important but Urgent

Urgent but not important tasks are things that prevent you from achieving your goals. Ask yourself whether you can reschedule or [delegate](https://www.mindtools.com/pages/article/newLDR_98.htm) them.

A common source of such activities is other people. Sometimes it's appropriate to say "no" to people politely, or to encourage them to solve the problem themselves. (Our article["'Yes' to the Person, 'No' to the Task"](https://www.mindtools.com/pages/article/newCS_92.htm) will help here.)

## Finding This Article Useful?

You can learn another 63 time management skills, like this, by joining the Mind Tools Club.

[Join the Mind Tools Club Today!](https://www.mindtools.com/signup/monthly/?trackingtag=ra&utm_content=article)

![](https://www.mindtools.com/media/Resized-Images/Articles/26_is_000056352792_bergserg_1x1re.jpg)

![](https://www.mindtools.com/media/Images/NewsletterBonuses/small_7_quick_wins.jpg)

#### Get the Free Newsletter

Learn new career skills every week, plus get a bonus **Time Management**workbook, **free**! 

[Read our Privacy Policy](https://www.mindtools.com/privacy-policy)

Alternatively, try to have time slots when you are available, so that people know they can speak with you then. A good way to do this is to arrange regular meetings with those who interrupt you often, so that you can deal with all their issues at once. You'll then be able to concentrate on your important activities for longer.

### 4\. Not Important and Not Urgent

These activities are just a distraction – avoid them if possible.

You can simply ignore or cancel many of them. However, some may be activities that other people want you to do, even though they don't contribute to your own desired outcomes. Again, say "no" politely, if you can, and explain why you cannot do it.

If people see that you are clear about your objectives and [boundaries](https://www.mindtools.com/pages/article/newTCS_87.htm), they will often avoid asking you to do "not important" activities in the future.

#### Key Points

Eisenhower's Urgent/Important Principle helps you quickly identify the activities that you should focus on, as well as the ones you should ignore.

When you use this tool to prioritize your time, you can deal with truly urgent issues, at the same time as you work towards important, longer-term goals.

To use the tool, list all of your tasks and activities, and put each into one of the following categories:

* Important and urgent.
* Important but not urgent.
* Not important but urgent.
* Not important and not urgent.

Then schedule tasks and activities based on their importance and urgency.

## Infographic

Click on the image below to see our infographic on Eisenhower's Urgent/Important Principle infographic:

[![](https://www.mindtools.com/media/Images/Infographics/eisenhower-principle1x1.jpg)](https://www.mindtools.com/pages/article/urgent-important-principle-infographic.htm)

Eisenhower's Urgent/Important Principle - Time Management Skills



© iStockphoto
blackred

Focus on your most important work.

Imagine ...

Eisenhower's Urgent/Important Principle - Time Management Skills

#Packing List


- Alcohol swabs
- Badge
-  cell phones/credit cards/money disappear quickly from call rooms/lounges; 
- Epocrates Pocket medicine (little red binder)
- Foldable clipboard
- Gray Matter
- Guide Cards & Developer
- Hand sanitizer
- Index cards/notepad
- Maxwell’s quick medical reference
- Multi-color pen/highlighter
- Pager
- Penlight
- Phone
- Reflex hammer
- Snacks
- Stethoscope
- Tarascon pocket pharmacopoeia
- Tongue Depressors
- you only need to carry an otoscope/ophthalmoscope with you on pedi or medicine


Alcohol swabs
Badge
 cell phones/credit cards/money disappear quickly from call rooms/lounges; 
Epocrates Pocket medicine (...

Packing List

Contents


Packing List
Misc
Internal 
Family 
4SURGERY
5PSYC...

Did We Talk About CLINICAL ROTATIONS ? Click Here.

# Automate ⋅ everyday automation for Android ⋅ LlamaLab

- - -

![](https://llamalab.com/img/automate/ic_launcher-new-256.png)

The free [Android™ application Automate](https://play.google.com/store/apps/details?id=com.llamalab.automate) lets you automate various tasks on your smartphone or tablet. Create your automations using flowscharts, make your device automatically change settings like Bluetooth, Wi-Fi, NFC or perform actions like sending SMS, e-mail, based on your location, time of day, or any other “event trigger”. You can automate almost everything on your device, Automate even support plug-ins made for [Tasker](https://play.google.com/store/apps/details?id=net.dinglisch.android.taskerm) and [Locale](https://play.google.com/store/apps/details?id=com.twofortyfouram.locale).

### Features

#### Logical fun

You edit flowcharts, just add blocks and connect the dots to create your automated tasks.

#### Simple, yet powerful

Novices can pick from predefined options, while power users may use [expressions](https://llamalab.com/automate/doc/expression.html), [variables](https://llamalab.com/automate/doc/variable.html) and [functions](https://llamalab.com/automate/doc/function/index.html).

#### Share

Your automation “flows” are safe and easy to share using the in-app community, also available [online](https://llamalab.com/automate/community/).

#### Friendly

No advertising. No trial period. All features available to all (if supported). [Premium](https://llamalab.com/automate/doc/premium.html) unlocks use of more than 30 blocks.

#### Building blocks

Automate includes more than [350 blocks](https://llamalab.com/automate/doc/block/index.html) to build with, including actions, conditions, event triggers, loops and more:

* Accessibility button
* Account (auto) sync
* ADB client
* Airplane mode
* Alarm; await, set
* App; start, kill, list, foreground, clear cache, usage
* App notifications; toggle, priority, visibility
* AppOps
* Assist request (Assistant)
* Attention light LED
* Audio; device, recording, volume
* Battery level
* Bluetooth; connect, connected, disconnect, scan (including [iBeacon](https://developer.apple.com/ibeacon/), [Eddystone](https://github.com/google/eddystone) or URL beacons), SCO, tethering, toggle
* Broadcast; decision, send
* Calendar event; add, query
* Call; state, dial, incoming, outgoing
* Camera
* Car mode
* Cell tower; near, pick
* Clipboard; get/set
* [Cloud messaging](https://llamalab.com/automate/cloud/); send, receive
* Content; changed, copy, delete, insert, update, pick, query
* Contact; query, pick
* [CyanogenMod](http://www.cyanogenmod.org/) profile
* CPU speed
* Data usage
* Device; docked, doze, keep awake, lock, orientation
* Dialog; choice, color, confirm, date, html/web, input, map, network, time, etc.
* E-mail; compose, send
* File; list, copy, move, delete, make directory, monitor, pick
* Flashlight
* FTP; list, upload, download, delete
* Fullscreen
* Gesture; device motion, fingerprint
* Geocoding
* [Gmail™](https://play.google.com/store/apps/details?id=com.google.android.gm); compose, send, unread count
* [Google Drive™](https://play.google.com/store/apps/details?id=com.google.android.apps.docs); list, upload, download, delete, share
* Hotword detected
* HTTP request
* IR transmit
* Input method (soft keyboard)
* Interruptions (Do-Not-Disturb)
* Key; pressed, send
* Keyboard visible
* Keychain
* Location; await, get, pick
* Location provider (GPS, etc.)
* Lock screen (keyguard)
* Map
* Media button
* Media playing
* Media store
* Media (Exif/MP3) tags
* Microphone mute
* MMS; compose, send
* Mobile network; preferred (2G/3G/4G/5G), type, operator, service state, signal strength
* Mobile data; toggle, throughput
* Network; connected, type, throughput, service discovery (DNS-SD over [mDNS](https://en.wikipedia.org/wiki/Multicast_DNS))
* NFC; scan, write tag
* Night mode
* Notification; show, hide, cancel, policy, posted
* Ping
* Play sound
* Plug-ins; [Tasker](https://play.google.com/store/apps/details?id=net.dinglisch.android.taskerm), [Locale](https://play.google.com/store/apps/details?id=com.twofortyfouram.locale)
* Process (selected) text
* Power source
* Quick Settings tile
* Record audio, video, TTS
* Ringer mode
* Ringtone
* Roaming
* Screen; brightness, orientation, off timeout
* Sensor; acceleration, light, temperature, magnetic field, pedometer, personal activity, pressure, proximity, significant motion
* Shell command
* Shortcut; install, start
* SMS; compose, send, sent, received
* Speakerphone
* Speech recognition
* [SQLite](http://sqlite.org/); modify, query
* Storage; mounted, low space
* System language
* System settings
* Text-to-speech
* Time; delay, await, window
* Time zone
* Timer
* USB tethering
* USSD request
* UI automation; back, click, copy, cut, focus, home, long-click, open notifications, paste, power dialog, quick settings, recents, selection, swipe, etc.
* Vibrate
* Wake-on-LAN
* Wallpaper; image, live
* Weather
* Wi-Fi; connect, tethering/hotspot, pick, scan, signal strength
* Wired headset
* Zip

### Documentation

Read the [documentation](https://llamalab.com/automate/doc/index.html), also found within the app in the _Help & feedback_ menu. See also [Privacy Policy](https://llamalab.com/automate/doc/privacy.html).

### Press

> Supercharge Android’s abilities

[_> Use Automate to Supercharge Android’s Abilities_](http://fieldguide.gizmodo.com/use-automate-to-supercharge-androids-abilities-1743148467)>  by [> Gizmodo](http://gizmodo.com/)> It has a stellar interface

[_> Automate automates your Android apps with flowcharts_](http://www.phonearena.com/news/Automate--automates-your-Android-apps-with-flowcharts_id60921)>  by [> Phone Arena](http://www.phonearena.com/)> The app impressed us with its execution

[_> Make Your Android Device Situation Aware with Automate App_](http://www.theandroidsoul.com/new-app-make-android-device-situation-aware-automate-app/)>  by [> The Android Soul](http://www.theandroidsoul.com/)

### Feedback

Share your automation “flows” with others using the in-app [community](https://llamalab.com/automate/community/). 

If you like the application, please [write a review or give it a rating](https://play.google.com/store/apps/details?id=com.llamalab.automate&referrer=utm_source%3Dhomepage).

Ask for support, report issues or discuss the application on the [/r/AutomateUser sub-reddit](https://www.reddit.com/r/AutomateUser/) or [automate-user forum](https://groups.google.com/d/forum/automate-user).

Contact the [developer](mailto:info@llamalab.com).

Become an [Alpha tester](https://play.google.com/apps/testing/com.llamalab.automate) to help us test upcoming features.

Help us [translate the app](http://llamalab.com/weblate/projects/automate/).

### Download

Free [download](https://play.google.com/store/apps/details?id=com.llamalab.automate&referrer=utm_source%3Dhomepage) at the Google Play™ store.

[![](https://llamalab.com/img/automate/qrcode-short.png)](http://goo.gl/dxvgu0)

#### Permission add-ons

Obsolete permission add-ons, only used on Android 5 or older, see [security](https://llamalab.com/automate/doc/security.html). No longer available on the [Google Play™ store](https://play.google.com/store/apps/developer?id=LlamaLab) due to policy changes.

* [Download](https://llamalab.com/automate/com.llamalab.automate.ext.telephony.apk)_Automate telephony permissions_ add-on
* [Download](https://llamalab.com/automate/com.llamalab.automate.ext.costly.apk)_Automate “costly” permissions_ add-on

The free Android™ application Automate lets you automate various tasks on your sm...

Automate ⋅ everyday automation for Android ⋅ LlamaLab

Did We Talk About APPLYING to Medical School ? Click Here.


# FYI

Without external influence (mentoring, programs, etc...), the biggest predictor for standardized test scores is income.

* [The Influence of Parent Education and Family Income on Child Achievement: The Indirect Role of Parental Expectations and the Home Environment.](https://psycnet.apa.org/buy/2005-06518-016) Davis-Kean, Pamela E. Journal of Family Psychology, Vol 19(2), Jun 2005, 294-304

* [The relationship between income and subjective well-being: Relative or absolute?](https://doi.org/10.1007/BF01079018) Diener, E., Sandvik, E., Seidlitz, L. et al. Soc Indic Res (1993) 28: 195.

* [The relationships among achievement, low income, and ethnicity across six groups of Washington State students](https://www.researchgate.net/profile/Jeff_Joireman/publication/234634847_The_Relationships_among_Achievement_Low_Income_and_Ethnicity_across_Six_Groups_of_Washington_State_Students_Technical_Report_1/links/570a27b708aed09e9170f287/The-Relationships-among-Achievement-Low-Income-and-Ethnicity-across-Six-Groups-of-Washington-State-Students-Technical-Report-1.pdf). ML Abbott, J Joireman Research Center Technical Report No. 1, 2001

# **APPLYING TO MEDICAL SCHOOL**

1 - MCAT

2 - Enroll In Pathway Programs

3 - Additional Websites To Check Out

> **NIH Medical Research Scholars Program**
[https://www.cc.nih.gov/training/mrsp/](https://www.cc.nih.gov/training/mrsp/)

* The Medical Research Scholars Program endeavors to be the premier training program for future clinician-scientists that advances health by inspiring careers in biomedical research.

* By engaging students in basic, clinical, or translational research investigations, a curriculum rich in didactics and professional development, and a robust mentorship and advising program,

* MRSP prepares its Scholars to become tomorrow’s leaders in medicine and biomedical research.

 **Eligibility**
 
* The 12 month program is designed for students who are U.S. citizens and permanent residents who have a strong interest in conduction basic, clinical, translational, population health research and are currently enrolled in their 2nd, 3rd, or 4th year at an [accredited medical, dental, or veterinary program](https://www.cc.nih.gov/training/mrsp/faq.html#eligibility).
* Dental and veterinary students: due to the integrated nature of the third and fourth (clinical) years, participation in the MRSP is recommended after you have completed your second or fourth year in school.

 **Curriculum**

* Academic leadership training.

* Assigned and dedicated tutor
	* (year –long)
	* Access to NIH Clinical Center courses \such as Introduction to the Principles and Practice of Clinical Research and the Ethical and Regulatory Aspects of Clinical Research.

* Lectures

	* on seminal basic, translational and clinical research topics that highlight the continuum of discovery,

	* as well as include issues in bioethics, science policy and emerging technologies.

* Training in clinical protocol development and the conduct of human subjects re‐ search.

* Participation in clinical rounds focusing on the research patient population in the NIH Clinical Center.

* Scholars participate in the full continuum of biomedical research—from bench investigations to population health.

* Dedicated lectures highlighting the continuum of discovery, to include bioethics, science policy and emerging technologies,

* Interactive case-centered Clinical Teaching Rounds with investigators presenting their research with participating patients and families,

* Journal Clubs.

* Training in clinical protocol development and the conduct of human subjects research.

* Monthly networking sessions with national renowned great teachers.

* Workshops in career-life balance, CV-writing, and interviewing

 **Housing**

* The MRSP is a residential program and participants are required to live in the housing provided.
* Housing options include: One‐bedroom and studio apartments for single students are also located on the NIH campus.
* Married couples will reside in one‐bedroom apartments located on the NIH campus.
* All rents include utilities (gas/electric, and water), and apartments are furnished with the basics for living.
* Students are expected to provide their own linens.
* No pets are allowed.

 **Benefits**

* Annual Stipend
* Furnished residential housing
* Relocation Allowance
* Funding support for conference travel, scientific courses, and textbooks

 **Deadlines**

* The application cycle tends to be *from **October to January*** **.**


FYI

Without external influence (mentoring, programs, etc...), the biggest predictor...

Did We Talk About APPLYING to Medical School ? Click Here.

A




A Complete Guide To Medical Residency
A How-To Guide For Medical Students
ABC of Learning and Teaching in Medicine
*...

Free Stuff

# Assessment 

[Critically Ill Patient](https://collectednotes.com/apexmd/assessment-of-the-critically-ill-patient)

Critically Ill Patient

Assessment

# # To DO Excel

# T O D O
"Contact Toastmasters
Opportunities For Airforce
Living Well Clinic (Contact)
Ask About Tutoring
Ohio Guard (Contact) - Instate Tuition
Flight Surgeon ( Army or Airforce )
First Aid (Reading Schedule)
Find Internal Medicine Interest Group
Hospitalist as a Career Path?
Find Communication Opportunities (Speaking, Listening, etc.)
Visit Central State University To Mentor
Speak With Dr. Koles
Visit Wilberforce University
LICENSE PLATE
REGISTRATION
Student Government"
Visit Grace Church (graceumc.com)
Sign Up For Gym

# S U M M E R P L A N S
" Kettering Intership
Havard / Yale / Columbia
Army AT
Reading Health System Summer Training (MS1 only)
John Hopkins http://cty.jhu.edu/jobs/summer/
The Visiting Clerkship Program (VCP) MASS GEN"
SHM Student Hospitalist Scholar Grant

# S C H O L A R S H I P O P P O R T U N I T I E S 
"National Health Service Corps 
AMA Foundation http://www.ama-assn.org/ama/pub/about-ama/ama-foundation/our-programs/medical-education/minority-scholars-award.page?"

# M E D I C A L S C H O O L G O A L S
"Admission Committee / Student Government
Teach at Prematric Program
Tutor
VCSF - Havard (Polmar Morales)
SNMA
Good LORS
Deans Letter
Health Clinic Volunteer
Over 240 on Step Test
Alpha Omega Alpha
Interest Group (IM)
Research
Away Rotation
Abstracts, Presentations, and Publications 
Toastmasters
Delta Omega Honorary Society in Public Health Gamma Alpha Chapter"
Public Health Research - Ethnobotnay (POC - Dr. Howard)
PHYSIATRIST - ARMY?
INTJ - Personality Fits Anasethology
# P H Y S C I A N C A R E E R G O A L S
"Clinician-Educator
Hospitalist
National Health Service Corps
Flight Surgeon 
Certified Physician Executive (CPE)
Meta-Leader Certificate
Master of Medical Management (MMM)
MBA (Analytics)"
Dual Residency - IM / Preventative Medicine
MPH ( Public Health Management Concentration )
MASTER OF HEALTHCARE ADMINISTRATION

# M E N T O R S
"Dr. BK Edmond Dr Charlie Rouse
Chidi
Ernest Nelson 
Dr. Dwight Matthias"

# M E N T E E S
Andon Mack / Rafalle Baker / Jefferey Bird

# M E D I C A L     S C H O O L     
"Use Pilot for Course Notes
3rd Year Grades More Important Than 1/2
CIM- AAMC
Meyers - Medicine - 4 Specialty
Freeda (AMA) - IEBA
ACGME
Internal Medicine - Intergrated Program?
Hospitalist 
Learn to Be an Effective Communicator
Do Origami as an Artistic Expression
GO TO CLASS"

# W I S D O M
"Change isn’t a choice, how you change is a choice
Positive People
It’s ok to not go to some classes
See what classes are worth going to
Educate your patients
Drink Some Barium - Go through a day as a patient to get a sense of what there going through
Every time someone dies hold a newborn
Rule - Listen for the first five minutes
Medical school may feel like drinking out of a fire hydrant - it's important to stand back and
Get a big picture
Crowd Source While in Public
Analyze in Private
Ease of Use is Attractive and Feasible
Chaos can be perceived if understanding isn’t reached"

P H Y S I C A N       T I P S
 Someone for Optimization, Probability and Statistics, and Statistical Decision Making.

Q U E S T I O N S
What electives are good?

R A N D O M     T H O U G H T S
"Crowdsourcing Information
Teleology
See Chiropractor - Pinched Nerve?
Philisophical Theology"
anesthesiology? AirForce?


# 
T O D O

"Contact Toastmasters
Opportunities For Airforce
Living Well Clinic (Contact)
Ask About Tutoring
Ohio Guard (Contact) - ...

To DO Excel

Apps

# Sectograph visual planner
> Visual planner for visual people –  Sectograph is a visual day planner that displays your calendar events on a pie chart in the form of a 12/24 hour clock face. It's a different way of looking at the day. 

> [Sectograph visual planner](https://sectograph.com/)

Sectograph visual planner



Visual planner for visual people –  Sectograph is a visual day planner that displays your calendar events on a ...

Apps

# Assessment of the Critically Ill Patient

* Pts. usually show signs of deteriorating organ function days before organ failure actually develops
* If these signs are picked up and acted upon, the need for organ support may be prevented ==> reduced morbidity
* The greater your physiological reserve, the later these signs develop, thus have a low threshold of suspicion in the young
* Signs can form part of an early warning score to both alert and trigger action by the admitting / ITU outreach team

# Signs include :

* HR > 90, <50 bpm
* SBP < 90 mmHg
* RR < 8, > 20 per min.
* Temp < 36, > 38 deg C
* GCS < 15 or AVPU 
* (Awake, responds to Voice, Pain, Unresponsive)
* UO < 0.5ml/kg/hr
* O2 sats in air < 94%
* Get increased score for each sign depending on degree of perturbation from normal

# Respiratory Status

* Assess for evidence of airway compromise 
 - Stridor, tracheal tug
 * Resting respiratory rate > 25 is the most sensitive indicator of physiological compromise

# Neurological

* Confusion also early sign of significant physiological compromise

# Scoring

* CURB-65 score useful for pts with pneumonia / Sepsis :
 * Confusion
 * elevated Urea
 * Respiratory rate
 * low Blood pressure
 * age > 65 yrs

Pts. usually show signs of deteriorating organ function days before organ failure actually develops
*...

Assessment of the Critically Ill Patient

# Tools

* http://digitalddx.com
* http://mdhero.com/
* http://medschool.co
* http://pusware.com/testpus/index.html
* http://soapnote.org
* http://usmle-review.org/
* http://writeupwizard.com/
- http://www.doc-notes.com/icuwebfiles/
* http://www.doc-notes.com/icuwebfiles/pages/indexv53.html
* http://www.doc-notes.com/icuwebfiles/pages/p1613v53.html?p=Useful%20Websites&t=Critical%20Care
* http://www.Quillbot.com
* http://www.scymed.com/en/smnxab/smnxabch.htm
* http://www.unit-conversion.info/texttools/add-line-breaks/


* https://almostadoctor.co.uk
* https://almostadoctor.co.uk
* https://almostadoctor.co.uk/
* https://almostadoctor.co.uk/
* https://andrewmed.smartqweb.com/customer/#tickets/28942f8e20ff151c616208cb2a1c344c/view
* https://apexmd.co
* https://apexmd.mataroa.blog/blog/webpages/* https://app.calculist.io/l/bb4f2e14
* https://app.pomodoneapp.com/?_ga=2.59329455.386313889.1599059392-1837362928.1599059392#/card/5789a4ac-abd2-47de-bbaf-09d3b0351d38
* https://app.simplenote.com/p/RKVyHN
* https://app.ziteboard.com/?code=518848bb-6b29-463f-b371-9dc43d1c285d
* https://app.ziteboard.com/?code=518848bb-6b29-463f-b371-9dc43d1c285d
* https://app.ziteboard.com/?code=518848bb-6b29-463f-b371-9dc43d1c285d #WEBSITE
* https://bearblog.dev
* https://crushentropy.com/plan
* https://ddxof.com
* https://ddxof.com
* https://draftin.com
* https://evernote.com/logged-out/?lo[[Gout]]&uid=
* https://fpnotebook.com/
* https://fpnotebook.com/
* https://icmcasesummaries.com/2016/10/17/intra-abdominal-hypertension/
* https://icmcasesummaries.com/2016/10/17/intra-abdominal-hypertension/
* https://iem-course.org/
* https://itty.bitty.site
* https://medicalstudyzone.com/uworld-qbank-step-2ck-updated/
* https://mm.tt/1212933271?t=Q8HEubfx15
* https://ncrypt.org
* https://ocr.space
* https://passmedicine.co.uk
* https://publicnote.com
* https://tgldcdp.tg.org.au/etgcomplete
* https://transno.com/doc/dhF6Q2XeWH
* https://web.myuniversalnotes.com/bibliography/view/3354
* https://www.differencebetween.com
* https://www.manifest.app/
* https://www.medicowesome.com/2017/08/myopathies-series-part-7.html
* https://www.protectedtext.com/
* https://www.remnote.io/queue
* https://www.slideshare.net/
* https://www.slideshare.net/
* https://www.spiderscribe.net/app/?9397ebfb356046d76e1babecb7d43b10
* https://www.STATmed.org
* https://www.tg.org.au
* https://www.unboundmedicine.com/5minute
* https://www.unboundmedicine.com/5minute
* https://www.unboundmedicine.com/5minute/index/Diagnosaurus/All_entries/A
* https://www.unboundmedicine.com/5minute/view/
* https://www.unboundmedicine.com/5minute/view/
* passmedicine.co.uk
* Published on March 27, 2021
* pusware.com
* SpiderScribe.net
* TeachMeMedicine.org
* Tools
* Tools
* Transno
* www.differencebetween.com
* www.when2meet.com# Tools


http://digitalddx.com
http://mdhero.com/
http://medschool.co
http://pusware.com/testpus/index.html
http://soapnote.org
http://...

Tools

DI Schedule

-[] Ep 17
-[] Ep 19 (Series 1)
-[] Ep 22
-[] Ep 23
-[] Ep 24
-[] Ep 29 (IM 1 Video)
-[] Ep 36 (Ophtho)
-[] Ep 94 (Series 1, Peds)
-[] Ep 123 (Ethics 1)
-[] Ep 181 (EMED1)
-[] Ep 206 (Series 1)

Ep 228-Palliative Care 1Ep 236-2CK 1 day class.3
* Ep 30 (IM 2 Video)Ep 180 (Heme)Ep 118(Breast)Ep 164 (Toxicology)Ep 21Ep 45 (Series 2)
* Ep 95 (Series 2, Peds)Ep 132 (Social Sciences)
* Ep 37 (Risk Factors 1)Ep 182 (EMED2)Ep 209 (Series 2) PsychEp 230-Quality and SafetyEp 266-ERAS Advice4
* Ep 31 (IM 3 Video)Ep 221 (Trauma)
* Ep239 (Risk factors)
* Ep 223 (Newborns)Ep 46 (Series 3)
* Ep 119 (Series 3, IM)Ep 143 (Biostats)Ep 41 (Antibiotic Guide)Ep 183 (EMED3)Ep 212 (Series 3) GIEp 234-Medication/Care Transition Errors
* Ep 296-Match Day 2021(Advice and Thoughts)
* 5
* Ep 32 (IM 4 Video)Ep278(Amenorrhea)
* Ep 47 (Series 4)
* Ep 120 (Series 4, IM/Peds)Ep 197 (Bias in Biostats)Ep 65 (Ventilators)Ep221(Trauma)Ep 213 (Series 4) GIEp 268-Palliative Care 26
* Ep 41 (Antibiotic Guide)Ep 48 (Series 5)
* Ep 121 (Series 5, IM/Peds)Ep 97 (Risk Factors, Important)Ep 214 (Series 5) GIEp 275-Diagnostic Errors7
* Ep 100 (Clutch Micro)Ep 49 (Series 6)
* Ep 125 (Series 6, IM)Ep 100 (Clutch Micro)Ep 217 (Series 6) PulmEp 123-Ethics8
* Ep 104 (ACLS, Arrhythmias)
* Ep 58 (Series 7)
* Ep 126 (Series 7, IM)Ep 102 (Clutch Cancer)Ep 276-Professionalism/Ethics9
* Ep 129 (Targeted Pulm)Ep 59 (Series 8)
* Ep 127 (Series 8, OB)Ep 111 (Clutch Pharm 1)Ep 277-Infection Control/Prevention10
* Ep 244 (Valvular Disorders)
* Ep 128 (Series 9, IM)Ep 112 (Clutch Pharm 2)11
* Ep 251 (Thyroid)Ep 130 (Series 10, Peds)Ep 135 (Clutch Electrolyte)12
* Ep 253 (Starling Forces)Ep 131 (Series 11, All)Ep 137 (Next Best Step 1)13
* Ep 293-NBME GI Series 1Ep 134 (Series 12, IM)Ep 138 (Clutch Genetic Dzs)14
* Ep 294-NBME GI Series 2Ep 141 (Series 13, IM)Ep 161 (Clutch Autoantibody)15
* Ep 295-NBME GI Series 3Ep 145 (Series 14, Surgery)Ep 164 (Clutch Toxicology)16
* Ep 298-NBME GI Series 4Ep 153 (Series15, Surgery)Ep 169 (Nephrotic/Nephritic)17
* Ep 156 (Series 16, OB)Ep 173 (Clutch Immunodeficiency)18
* Ep 158(Series 17, Surgery)Ep 184 (NBME Weird, Must Know!)19
* Ep 159 (Series 18, IM)Ep 197 (Bias in Biostatistics)20
* Ep 163 (Series 19, Surgery)Ep 198 (Hypertensive Integrations)21
* Ep 166 (Series 20, Psych)Ep 203 (Leukemias/Lymphomas)22
* Ep 167 (Series 21, Cardio)Ep 204 (USMLE Military)23
* Ep 174 (Series 22, IM)Ep 207 (Geriatrics 1)24
* Ep 175 (Series 23, Psych)Ep 208 (Transfusion Reactions)25
* Ep 177 (Series 24, OBGYN)Ep 215 (NBME Acetylcholine)26
* Ep 187 (Series 25)Ep 216 (Step 1 P/F)27
* Ep 189 (Series 26)Ep 221 (HY Trauma)28
* Ep 195 (Series 27)Ep 224 (Genetic Diseases 2, Chromosomes)
* 29
* Ep 196 (Series 28)Ep 226 (The NBME and Iron Labs)30
* Ep 199 (Series 29)Ep 231 (USMLE Military 2)31
* Ep 202 (Series 30)Ep 232 (Vasculitis)32
* Ep 210 (Series 31)Ep 233 (Shock)33
* Ep 211 (Series 32, Neuro)Ep 234-CLEAN SP 3 (medication/transition errors)
* 34
* Ep 219 (Series 33)Ep 235-Admitting Patients Efficiently35
* Ep 220 (Series 34)Ep 239-OBGYN Risk Factors36
* Ep 225 (Series 35)Ep 242-USMLE Dermatology 137
* Ep 227 (Series 36-HY OB)Ep 243-The USMLEs and Water Sol. Vitamins
* 38
* Ep 238 (Series 37)Ep 244-The NBME and Valvular Disorders39
* Ep 240 (Series 38, OB/Ortho)
* Ep 246-USMLE Dermatology 240
* Ep 245-Series 39Ep 248-New Free 120 Q1-10 (2020)41
* Ep 247-Series 40Ep 249-Oxygen Content42
* Ep 256-Series 41Ep 250-HY Vaccine Podcast43
* Ep 258-Series 42Ep 251-Thyroid and The NBMEs44
* Ep 270-Series 43Ep 252 (Post exposure prophylaxis)45
* Ep 272-Series 44Ep 253 (Starling Forces and The NBMEs)46
* Ep 274-Series 45Ep 255-Key Drugs for Step 2CK/347
* Ep 282-Series 46Ep 257-Clutch Bilirubin48
* Ep 283-Series 47Ep 261-USMLE Dermatology 349
* Ep 284-Series 48 (Bone)Ep 263-Clutch CNS Infections50
* Ep 285-Series 49Ep 264-Clutch Heart Failure51
* Ep 290-Series 50Ep 265-Male Reproductive Pathologies52
* Ep 291-Series 51Ep 267-Normal Changes with Aging53
* Ep 297-Series 52Ep 269-NBME Ortho: Bone Tumors54
* Ep 273-The NBME and High Output HF55
* Ep 278- The NBME and Amenorrhea56
* Ep 279-The NBME and Prostaglandins57
* Ep 281-Fat Soluble Vitamins and the USMLEs
* 58
* Ep 282-Risk Factors 5/Rapid Review Series 46
* 59
* Ep 283-Risk Factors 6/Rapid Review Series 47
* 60
* Ep 286-The Ultra HY ARDS Podcast61
* Ep 287-The Ultra HY Urinalysis Podcast62
* Ep 288-Stress Tests/TEEs on the USMLE63
* Ep 289-Alcoholism and the USMLEs64
* Ep 292-NBME Endocarditis and Myocarditis

Ep 17
        
      

      
        
          
          Ep 19 (Series 1)
        
      

      
        
          
          Ep 22
        
      

      
        
          
          Ep 23
        
      

      
        
          
          Ep 24
        
      

      
        
          
          Ep 29 (IM 1 Video)
        
      

      
        
          
          Ep 36 (Ophtho)
        
      

      
        
          
          Ep 94 (Series 1, Peds)
        
      

      
        
          
          ...

DI Schedule

# Thrombolytic

Class of Drug
---
Recombinant tissue plasminogen activator

[[Mode of Action]]
--
Activated when binds to [[fibrin]]. Converts plasminogen to plasmin which degrades fibrin matrix and lyses blood clot

Route and Dose
---
- Suspected or confirmed PE with Clinical cardiogenic Shock: 10 mg IV followed by IV infusion of 90mg over two hours
- Cardiac Arrest/periarrest: 50mg IV stat and 50mg IV over one hour post ROSC. Consider continuing CPR post thrombolysis for 60-90 minutes
- Normotensive but with evidence of right heart strain on echo or positive troponin: 50mg IV over one hour

Dilution and Rate of Administration
---
- Reconstitute 100mg of alteplase with 100ml sodium chloride 0.9% or glucose 5%. Concentration 1mg/ml

Indications
---
- Lysis of thrombi in acute massive PE
- Also used in treatment of ischaemic CVA and acute MI

Metabolism
---
- Hepatic

Excretion
---
- Renal

Side Effects
---
- Bleeding
- Nausea and Vomiting

Contraindications
---
- Recent/active Haemorrhage, anticoagulation or bleeding disorder, arterial aneurysm/dissection,
- Peptic ulcers, CNS tumour, previous haemorrhagic CVA, ischaemic CVA in last 3 months, major surgery in last 3 months, recent trauma, severe Hypertension, severe liver disease, active peptic ulcer, prolonged CPR, caution <10 days post partum, pregnancy

Important Drug Interactions
----
- Concurrent use of anticoagulants and antiplatelet drugs increases bleeding risk

Class of Drug

Recombinant tissue plasminogen activator
[[Mode of Action]]

Activated when binds to [[fibrin]]. Converts plas...

Thrombolytic

Webhooks

Webhooks Webhooks allow external services to be notified when certain events happen. When the specified events happen, we’ll send a POST request to the URL you configure in your site settings.

Configure your Webhook

First, go to your site settings and add the URL where you want us to post the events. All URLs should be using HTTPS.

Receiving events

Events are sent as JSON payloads with an additional params so you don't have to parse the payload every time. The kind of events that your webhook URL will receive are:

note-updated
{"event":"note-updated","data":{"note":"<NOTE as JSON>"}}
note-created
{"event":"note-created","data":{"note":"<NOTE as JSON>"}}
note-deleted
{"event":"note-deleted","data":{"note":"<NOTE as JSON>"}}
notes-reordered
{"event":"notes-reordered","data":{"notes":["<NOTE as JSON>", ...]}}
Parsing events

We also send an extra event param to the URL so you don't have to parse the JSON to see what kind of event you got. For example when receiving a note-updated event the url we will call would look like this: https://your-url/webhook?event=note-updated.
Sample event payload

Here's a sample of what you can expect to receive as the JSON payload for a webhook event when updating a note note-updated:

{
  "event": "note-updated",
  "data": {
    "note": {
      "id": 1,
      "site_id": 1,
      "user_id": 1,
      "body": "# some text",
      "path": "some-path",
      "headline": "",
      "title": "some text",
      "created_at": "2020-07-07T01:34:01.156Z",
      "updated_at": "2020-07-09T15:40:34.185Z",
      "visibility": "private",
      "poster": null,
      "ordering": 0,
      "url": "scheme://some-url/some-path"
    }
  }
}
Notice

Webhooks are “best effort”. Don't rely on every webhook to be called for anything critical.
There might be a bit of delay between events happening and your URL being called.
API

Check out what's possible with the REST API here

9 months ago
Collected Notes

Links on this note ↗
▪ collectednotes.com/blog/api
   your-url/webhook?event=note-updated

allow external services to be notified when certain events happen. When the specified events happen, we’ll send a POST ...

Webhooks

A Tour Of The Markdown Syntax

---
Markdown is a very powerful markup language, here's a list of all the formats we support:

#### [Bold & Italic](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax#bold-italic)

```
Here's a sentence with **bold**, *italic*, _underscore_, ~~strikeout~~ and ==highlighted text==.
```

Here's a sentence with **bold**, *italic*, ~underscore~, strikeout and ::highlighted text::.

#### [Links](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax#links)

```
Here's a link to an [external site](https://collectednotes.com).
An anchor [within the page](#links)
```

Here's a link to an [external site](https://collectednotes.com). An anchor [within the page](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax#links) A footnote [1](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax#fn1)

#### [Images](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax#images)

```
![alt text for image](https://dz9bwsmj4cyj5.cloudfront.net/assets/hero-head-figure-4d0ee43c7fdce7b1761241f6e08b0e2dda9709a4001dca7e6c7e6e3e97f2976f.png)
```

[image:F5082795-2CDE-469E-8DB0-DB0D3C82E2E3-666-00000198D705E62B/banner-releases.png]

```
# H1
## H2
### H3
#### H4
##### H5
###### H6
```

## [H2](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax#h2)

### [H3](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax#h3)

#### [H4](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax#h4)

##### [H5](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax#h5)

###### [H6](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax#h6)

#### [Bullet points](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax#bullet-points)

```
- an unordered list
- list

1. a numbered one
2. another bullet
```

1. a numbered one
2. another bullet

#### [Checkboxes](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax#checkboxes)

```
-[] Something I need to do
-[x] Something I accomplished
```

Something I need to do

Something I accomplished

```
"```swift func hello() { print("Hello") }
"```
```

(Note: remove quotes above)

```
func hello() { print("Hello")
}
```

Most popular programming languages are supported.

> **Note** *dQw4w9WgXcQ* is the id of the video, which can be found on the YouTube video URL.

```
[//]: # (This may be the most platform independent comment)
```

[A tour of the Markdown syntax — Collected Notes](https://collectednotes.com/blog/a-tour-of-the-markdown-syntax)

Markdown is a very powerful markup language, here's a list of all the formats we support:
Bold &amp; Italic

`...

A Tour Of The Markdown Syntax

# Diagrams

![alt](https://photos.collectednotes.com/photos/10812/42f8d72a-9c5f-4ef1-b713-4f367bdad721)

Diagrams

Fact Vs Process

# Learning By Instantiation

- The use of carefully selected examples is an important principle in learning clinical reasoning. 
    - Learning from examp[es certainly is not new in medicine. 
    - For years, we have taught clinical facts by exposing students to many different examples of the same kind of clinical problem (such as [[Jaundice]] or [[Acute [[Renal Failure]]]]) because comprehension of clinical entities is enriched by repeated exper ience with specific instances of these entit ies. 
    - In the cases provided in Part II we follow a similar pattern, but we emphas ize reasoning rather than the med ical facts. 
    - vVe offer multiple specific, annotated examples of both optimal and faulty clinical reasoning. 
    - Using examples t-0 learn concepts has spe- cial benefits. 
    - Learning from books or from direct instruction requires little inference or active participation by the learner, whereas learning by discovery from examples requires considerable inference and active engagement. 
    - Because of the active involvement, learning by discovery through specific examples may be more likely to "stick." 
    - Learning through inference also generates plausible general c:oncepts that, in turn, become useful in future simiilar and related contexts. 
    - We have selected the examples for Part II carefull y. 
    - Although our selection of clinical mate- rial does not exhaust ively encompass all cognitive concepts, we have tried to choose patient prob- lems that instantiate (exemplify) the specific inferences that we wish the reader to make. 
    - We descr ibe a sufficient number of broad examples to evoke, by inference, a large array of appro- pr iate and relevant pr inci pies. However, we have avoided describing only examples of opt imal rea - soning because a reader might well overgeneral ize an inferred concept from such examples. 
    - To avo id such overgeneralization, we a lso furnish negative examples: In this context, negative examples are instances of faulty clinical reasoning. Such coun- terexamples are helpful in circumscribing the con- cepts that we want to teach. Counterexamples that are "near misses," namely, negative examples that just miss being positi ve by a small number of at- tributes, may be particularly helpful in elaborating on a reasoning strategy. Each case covers a small fragment of the broad range of reasoning processes used in clinical nnedicine. Because knowledge of mental processes is at best [[incomplete]] and at worst fi lled with mis- steps and blind alleys, we should exerc ise caution in being too confident that we fully understand these complex processes. Nonetheless, we be lieve that the issues, pr inci pies, and concepts we consider provide a unique framework for both learning and teaching clinical reasoning.


Learning By Instantiation


The use of carefully selected examples is an important principle in learning clinical reasoning. 
...

Fact Vs Process

Links / Resources


 USMLE & COMLEX Official Sites

- [ECFMG](http://www.ecfmg.org/)
- [USMLE](http://www.usmle.org/) 
- [COMLEX](http://www.nbome.org/) 
- [NBME](http://www.nbme.org/) 
- [Federation of State Medical Boards](http://www.fsmb.org/) 
- [National Resident Matching Program](http://www.nrmp.org/) 


# Anatomy & Histology

[http://www.meddean.luc.edu/lumen/meded/grossanatomy/vhp/visible.htm](http://www.meddean.luc.edu/lumen/meded/grossanatomy/vhp/visible.htm)

[http://www.meddean.luc.edu/lumen/MedEd/Histo/virtualhistology.htm](http://www.meddean.luc.edu/lumen/MedEd/Histo/virtualhistology.htm) 
 [http://128.218.123.161/Pages/srdana.html](http://128.218.123.161/Pages/srdana.html) 

## Behavioral Science & Biostatistics

 
 [http://cim.usuhs.mil/ps02001/examanswers.htm](http://cim.usuhs.mil/ps02001/examanswers.htm) 
 [http://faculty.etsu.edu/harvill/usmle_review.htm](http://faculty.etsu.edu/harvill/usmle_review.htm) 
 
## Biochemistry

 
 [http://biosci.cbs.umn.edu/BMBB/courses/5100/index.html](http://biosci.cbs.umn.edu/BMBB/courses/5100/index.html) 
 
## CT / MRI

 
 [http://www.vh.org/adult/provider/radiology/NormalRadAnatomy/](http://www.vh.org/adult/provider/radiology/NormalRadAnatomy/) 
 [http://www.radquiz.com/](http://www.radquiz.com/) 
 [http://www.med.harvard.edu/AANLIB/cases/caseNA/pb9.htm](http://www.med.harvard.edu/AANLIB/cases/caseNA/pb9.htm) 
 
## Genetics

 
 [http://science.nhmccd.edu/biol/hwe.html](http://science.nhmccd.edu/biol/hwe.html) 
 [http://medgen.genetics.utah.edu/index.htm](http://medgen.genetics.utah.edu/index.htm) 
 
## Microbiology & Immunology

 
 [Atlas of Medical Parasitology](http://www.cdfound.to.it/HTML/atlas.htm) 
 [http://www.cehs.siu.edu/fix/medmicro/exams/exams.htm](http://www.cehs.siu.edu/fix/medmicro/exams/exams.htm) 
 
## Molecular Biology

 
 [http://www.ncc.gmu.edu/dna/testyour.htm](http://www.ncc.gmu.edu/dna/testyour.htm) 
 [http://www.courses.fas.harvard.edu/~scib46/exams/](http://www.courses.fas.harvard.edu/%7Escib46/exams/) 
 
## Neuroanatomy

 
 [http://brain101.info/Neuroscience.php](http://brain101.info/Neuroscience.php) 
 [http://umed.med.utah.edu/testfiles/courses.cfm](http://umed.med.utah.edu/testfiles/courses.cfm) 
 [http://library.med.utah.edu/kw/animations/hyperbrain/pathways/](http://library.med.utah.edu/kw/animations/hyperbrain/pathways/) 
 
## Pathology

 
 [http://www.pathguy.com/](http://www.pathguy.com/) 
 [http://brain101.info/Neuro_Pathology.php](http://brain101.info/Neuro_Pathology.php) 
 [http://www-medlib.med.utah.edu/WebPath/webpath.html](http://www-medlib.med.utah.edu/WebPath/webpath.html) 
 [http://medlib.med.utah.edu/WebPath/CNSHTML/CNSIDX.html](http://medlib.med.utah.edu/WebPath/CNSHTML/CNSIDX.html) 
 [http://www.med.uiuc.edu/PathAtlasF/titlePage.html](http://www.med.uiuc.edu/pathatlasf/titlepage.html) 
 [http://iplab.net](http://iplab.net/) 
 [http://peir.path.uab.edu/reslinks](http://peir.path.uab.edu/reslinks) 
 [http://www.meddean.luc.edu/lumen/MedEd/Neuro/](http://www.meddean.luc.edu/lumen/meded/neuro/) 
 
## Pharmacology

 
 [http://www.rxlist.com/](http://www.rxlist.com/%20) 
 [http://www.courses.vcu.edu/ptxed/phtx603/](http://www.courses.vcu.edu/ptxed/phtx603/) 
 [http://www.kumc.edu/research/medicine/pharmacology/CAI/menue.htm](http://www.kumc.edu/research/medicine/pharmacology/CAI/menue.htm) 
 [http://www.kumc.edu/research/medicine/pharmacology/CAI/](http://www.kumc.edu/research/medicine/pharmacology/CAI/) 
 [http://brain101.info/Neuro_Pharmacology.php](http://brain101.info/Neuro_Pharmacology.php) 
 [http://www.medtrng.com/pharm.htm](http://www.medtrng.com/pharm.htm) 
 
## Physiology

 
 [http://www.ttuhsc.edu/SOM/physiology/courses/Medical/CourSchd.shtml](http://www.ttuhsc.edu/SOM/physiology/courses/Medical/CourSchd.shtml) 
 [http://brain101.info/Neuro_Physiology.php](http://brain101.info/Neuro_Physiology.php) 
 
## Radiology

 
 [http://info.med.yale.edu/intmed/cardio/imaging/contents.html/](http://info.med.yale.edu/intmed/cardio/imaging/contents.html/) 
 [http://www.netanatomy.com/](http://www.netanatomy.com/) 
 [http://www.med.wayne.edu/diagRadiology/](http://www.med.wayne.edu/diagRadiology/) 
 [http://www.radiologyeducation.com](http://www.radiologyeducation.com/) 
 [http://www.radquiz.com/](http://www.radquiz.com/) 
 [http://www.mdchoice.com/xray/xr.asp](http://www.mdchoice.com/xray/xr.asp) 
 [http://www.mdchoice.com/xray/ctscan/Ct.asp](http://www.mdchoice.com/xray/ctscan/Ct.asp) 
 [http://www.pediatricradiology.com/](http://www.pediatricradiology.com/) 
 
## ~back to top~

 
## Review Links for USMLE & COMLEX

 
 [Prep4usmle](http://www.prep4usmle.com/resources/162)  — USMLE site with files and a forum
 [Student Consult](http://www.studentconsult.com/)  — Another USMLE site with files and a forum
 [Medical images & Illustrations ](http://www.mic.ki.se/MEDIMAGES.html) — images & Illustrations for all medical subjects
 [Medical Mnemonics](http://www.medicalmnemonics.com/)  — a huge list of mnemonics..very useful for studying
 [Pathology of the Liver](http://www.meddean.luc.edu/lumen/MedEd/orfpath/pthcntnt.htm)  — good stuff in here including slides
 [Bone Test](http://www.linkpublishing.com/cgi-bin/ie.cgi?exam=chap13p.exm)  — fun..some good anatomy, also some slides
 [http://iuhs-isa.org/index5.htm](http://iuhs-isa.org/index5.htm) 
 [http://www.medicalstudent.com/](http://www.medicalstudent.com/) 
 [http://www.med.uc.edu/medware2/default.htm](http://www.med.uc.edu/medware2/default.htm) 
 [http://www.medtrng.com/tutorials_simulators.htm](http://www.medtrng.com/tutorials_simulators.htm) 
 [http://www.mhhe.com/biosci/ap/vdghumananatomy/student/olc2/ap_animation-quizzes.html](http://www.mhhe.com/biosci/ap/vdghumananatomy/student/olc2/ap_animation-quizzes.html) 
 [http://www.aafp.org/cgi-bin/quiz.pl?op=show_quizzes&pid=1&order=publish_dated](http://www.aafp.org/cgi-bin/quiz.pl?op=show_quizzes&pid=1&order=publish_dated) 
 [http://www.ashteachingcases.org/](http://www.ashteachingcases.org/) 
 


 USMLE &amp; COMLEX Official Sites


ECFMG
USMLE 
COMLEX 
NBME 
Federation of State Medical Boards 
National Resident Ma...

Links / Resources

# The Plain Person’s Guide to Plain Text Social Science
As a beginning graduate student in the social sciences, what sort of software should you use to do your work?[1](https://plain-text.co/#fn1) More importantly, what principles should guide your choices? I offer some general considerations and specific answers. The short version is: you should use tools that give you *more control* over the process of data analysis and writing. I recommend you write prose and code using a good text editor; analyze quantitative data with [R](https://www.r-project.org) and [RStudio](http://rstudio.com), or use [Stata](http://www.stata.com); minimize error by storing your work in a simple format (plain text is best), and make a habit of documenting what you’ve done. For data analysis, consider using a format like [RMarkdown](http://rmarkdown.rstudio.com) and tools like [Knitr](https://yihui.name/knitr/) to make your work more easily reproducible for your future self. Use [Pandoc](http://pandoc.org) to turn your plain-text documents into PDF, HTML, or Word files to share with others. Keep your projects in a [version control system](https://git-scm.com). Back everything up regularly. Make your computer work for you by automating as many of these steps as you can.

To help you get started, I provide a drop-in set of useful defaults to get started with [Emacs](https://www.gnu.org/software/emacs/) (a powerful, free text-editor). I share some templates and style files that can get you quickly from plain text to various output formats. But I emphasize that this is one viable choice amongst many. I discuss several alternatives because no humane person should recommend Emacs without presenting some other options as well.

To begin, I discuss why you should care about having better control over your work materials. Rather than dive straight in to a list of tools or a recapitulation of their manuals, I want to encourage you to begin thinking about this issue in a way that will lead you to some solution that works well for you. Perhaps that will mean using the tools described here, but perhaps not.

You can do productive, maintainable and reproducible work with all kinds of different software set-ups. This is the main reason I don’t go around encouraging everyone to convert to the applications I use. (My rule is that I don’t try to persuade anyone to switch if I can’t commit to offering them technical support during and after their move.) So this discussion is not geared toward convincing you there is One True Way to organize things. I do think, however, that if you’re in the early phase of your career as a graduate student in, say, Sociology, or Economics, or Political Science, you should give some thought to how you’re going to organize and manage your work.[2](https://plain-text.co/#fn2) This is so for two reasons. First, the transition to graduate school is a good time to make changes. Early on, there’s less inertia and cost associated with switching things around than there will be later. Second, in the social sciences, text and data management skills are usually not taught to students explicitly. This means that you may end up adopting the practices of your advisor or mentor, continue to use what you are taught in your methods classes, or just copy whatever your peers are doing. Following these paths may lead you to an arrangement that you will be happy with. But maybe not. It’s worth looking at the options.

Two remarks at the outset. First, because this discussion is aimed at beginning students, some readers may find much with which they are already familiar. Second, although in what follows I advocate you take a look at several applications in particular, it’s not really about the gadgets or utilities. The Zen of Organization is not to be found in Fancy Software. Nor shall the true path of Getting Things Done be revealed to you through the purchase of a nice [Moleskine Notebook](http://www.moleskineus.com/). Instead, it lies within—unfortunately.

When talking to undergraduates or graduate students on this topic, and when teaching classes that use these tools, I increasingly run into the problem that it’s hard to get started without backing up a bit first in order to talk about how the computer they are using works. I think the reason for this is the rise of the flat-screen, touch-based model of computing, most obviously on phones and then very secondarily on things like Apple’s iPad or Microsoft’s Surface tablet. Now, most people who need to write long documents (like papers or dissertations) or work in an involved way with data do not use a tablet as their primary device. But it does seem clear that some kind of touch-screen interaction is the future of computing for most people. Indeed, once you consider phones properly you realize it’s the *present* of computing for most people.

While it is not strictly impossible, it remains very difficult to do your academic, social-science work on a device of this sort. This is likely to be the case for some time. The tools we have are not designed for them. I think there is an underappreciated tension here. Two ongoing computing revolutions are tending to pull in opposite directions. On one side, the mobile, cloud-centered, touch-screen, phone-or-tablet model has brought powerful computing to more people than ever before. This revolution is the one everyone is talking about, because it is happening on a huge scale and is where all the money is. It puts single-purpose applications in the foreground. It hides the workings of the operating system from the user, and it goes out of its way to simplify or completely hide the structure of the file system where items are stored and moved around.

On the other side, open-source tools for plain-text coding, data analysis, and writing are also better and more accessible than they have ever been. This has happened on a smaller scale than the first revolution, of course. But still, these tools really have revolutionized the availability and practice of data analysis and scientific computing generally. They continue to do so, too, as people work to make them better at everything from slurping up data on the web to presenting results there. These tools mostly work by joining separate, specialized widgets into a reproducible workflow. They are “bitty” or granular because the process of data analysis is that way, too. These tools do much less to hide the operating system layer—instead they often directly mesh with it—and they often presuppose a working knowledge of the file system underpinning the organization of the things the researcher is using, from data files to code to figures and final papers.

The tension is that, increasingly, people who enter the world of social science excited to work with data will also tend to have little or no prior experience with text-based, command-line, file-system-dependent tools. In many cases, they will not have much experience making effective use of a multi-tasking windowing environment, either, in the sense of knowing how to make applications work together in the service of a single goal.[3](https://plain-text.co/#fn3) To be clear, this is not something to blame users for. Neither is it some misguided nostalgia on my part for the command line. Rather, it is an aspect of how computer use is changing at a very large scale. The coding and data analysis tools we have are powerful and for the most part meant to allow research products to be opened up and inspected. But the way they work runs against the grain of everyday, end-use computing, which hides implementation details and focuses on single-purpose tasks. The net result for the social sciences in the short to medium term is that we will have a suite of powerful and very useful tools, developed in the open, supported by helpful communities, and mostly available for free. But it will get harder to teach people how to use them when they are just starting out, and perhaps even to convince people to try them in the first place.

The problem is that doing scholarly work is intrinsically a mess. There’s the annoying business of getting ideas and writing them down, of course, but also everything before, during, and around it: data analysis and all that comes with it, and the tedious but unavoidable machinery of scholarly papers—especially citations and references. There is a lot of keep track of, a lot to get right, and a lot to draw together at the time of writing. Academic papers are by no means the only form of writing subject to constraints of this sort. Consider [this sensible discussion](http://www.leancrew.com/all-this/2013/12/a-free-distraction/) by Dr. Drang, a (pseudonymous) consulting engineer:

> [T]he type of writing I typically do … is loaded with facts. I am constantly referring to photographs, drawings, experimental test results, calculations, reports written by others, textbooks, journal articles, and so on. These are not distractions; they are essential to the writing process.

> And it’s not just reference material. Quite often I need to make my own graphs and drawings to include in a report. Because the text and the graphics are all part of a coherent whole, I need to go back and forth between the two; the words inform the pictures and the pictures inform the words. This is not the Platonic ideal of a clean writing environment—a cup of coffee on an empty desk in a white room—that you see in videos for distraction-free editors.

> Some of the popularity of these editors is part of the backlash against multitasking, but people are confusing themselves with their computers. When I’m writing a report, that is my single task, and I bring to bear whatever tools are necessary to complete it. That my computer is multitasking by running many programs simultaneously isn’t a source of confusion or distraction, it’s the natural and efficient way for me to get my one task done.

A lot of academic writing is just like this. It can be tricky to manage. It’s even worse when you have collaborators and other contributors. So, what to do?

Let me make a crude distinction. There are “Office Type” solutions to this problem, and there are “Engineering Type” solutions. Don’t get hung up on the distinction or the labels. Office solutions tend towards a cluster of tools where something like Microsoft Word is at the center of your work. A Word file or set of files is the most “real” thing in your project. Changes to your work are tracked *inside* that file or files. Citation and reference managers plug into those files. The outputs of data analyses—tables, figures—get cut and pasted in as well, or are kept alongside them. The master document may be passed around from person to person to be edited and updated.[4](https://plain-text.co/#fn4) The final output is exported from it, perhaps to PDF or to HTML, but maybe most often the final output just *is* the `.docx` file, cleaned up and with the track changes feature turned off.

In the Engineering model, meanwhile, plain text files are at the center of your work. The most “real” thing in your project will either be those files or, more likely, the version control repository that stores the project. Changes are tracked outside of files, again using a version control system. Data analysis is managed in code that produces outputs in (ideally) a known and reproducible manner. Citation and reference management will likely also be done in plain text, as with a BibTeX `.bib` file. Final outputs are assembled from the plain text and turned to `.tex`, `.html`, or `.pdf` using some kind of typesetting or conversion tool. Very often, because of some unavoidable facts about the world, the final output of this kind of solution is also a `.docx` file.

This distinction is meant to capture a tendency in organization, not a rigid divide—still less a sort of personality. Obviously it is possible organize things on the Office model. (Indeed, it’s the dominant way.) Applications like [Scrivener](http://www.literatureandlatte.com), meanwhile, combine elements of the two approaches. Scrivener embraces the “bittyness” of large writing projects in an effective way, and can spit out clean copy in a variety of formats. Scrivener is built for people writing lengthy fiction (or qualitative non-fiction) rather than anything with quantitative data analysis, so I have never used it extensively. Microsoft Word, meanwhile, still rules large swathes of the Humanities and the Social Sciences, and the production process of many publishers. So even if you prefer plain text for other reasons—especially in connection with project management and data analysis—the routine need or obligation to provide a Word document to someone is one of the main reasons to want to be able to easily convert things. HTML is a great lingua franca.

I mostly focus on the Engineering model. But many people use the Office model, and you may end up working with (or for) some of them. In those cases, it is generally easier for you to use their software than *vice versa*, if only because you are likely have a copy of Word on your computer already. In these circumstances you might also collaborate using Google Docs or some other service that allows for simultaneously editing the master copy of a document. This may not be ideal, but it is better than not collaborating. There is little to be gained from plain-text dogmatism in a `.docx` world.

[The Plain Person’s Guide to Plain Text Social Science](https://plain-text.co/)

As a beginning graduate student in the social sciences, what sort of software should you us...

The Plain Person’s Guide to Plain Text Social Science

# Roadmap — Collected Notes

Export your site as a bundle .zip (jekyll, vercel, site?)

Report, suspend & limits

FAQ & Tutorials as notes

Keyboard shortcuts

Continuity

FaceID

Slider over support

Autosave drafts

Share extension

Landing page value prop

Email signup

Sample note on signup

SEO

[https://ogp.me](https://ogp.me)  

Fix state on update visibility

Search notes

Icon for visibility and preview body

Taptic feedback

1Password integration

Saving note copy to clipboard option (banner)

Markdown editor

Image uploads

iPad support

Google, Apple and email signup

API (json, markdown, raw, text, etc)

A lot of other things I forgot to note.

**Backlinking**  

Notes linking to a note (inbound)

Link previews on web hover

**Note web editor revamp**. Better layout, prose mirror, quick emoji, keyboard shortcuts, help. 

## [1.6](https://collectednotes.com/blog/roadmap#1-6)

**Analytics** (view counts) focused on privacy  

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**Follow** notes, people, topics.  

Push

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#### [Backlog & Ideas](https://collectednotes.com/blog/roadmap#backlog-ideas)

Math symbols for notes. `$\KaTeX$`  

Revisions. See changes to previous versions of a note.

Feature requests? [support@collectednotes.com](mailto:support@collectednotes.com)

[Collected Notes](https://collectednotes.com/blog)  [Build a page like this →](https://collectednotes.com/)  

[Roadmap — Collected Notes](https://collectednotes.com/blog/roadmap)

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Keyboar...

Roadmap — Collected Notes

## USMLE Test-Taking Strategies

There is no question that the best strategy for USMLE success is to know the content tested. Without content knowledge, your chances of passing, let alone doing well on, the Step 2 exam are slim to none. However, knowing the medicine doesn’t guarantee a high score. You also need to be able to APPLY that knowledge to USMLE-style questions. And you need to make sure you can answer the questions in the allotted time! There is nothing more frustrating than running out of time on a standardized test.

In addition, to score well on the USMLE you’ll need to keep your composure. There will be many questions to which you won’t know the answer. Good test-takers won’t panic! They will systematically eliminate the distracters they know are wrong and will then guess and move on.
This page will contain an ever-growing library of articles focusing on test-taking strategies. Some articles will be specific for Step 1; others will apply to all the Steps of the USMLE.

# **The Four-Step Approach**

Think of it this way: You have three chances to get each USMLE question right. If you cannot arrive at an answer using these three attempts, you do not know the answer. Mark your favorite letter and move on to the next question. The key to this strategy is that you always know what you are going to do next. This helps you feel in control and reduces anxiety.

**1. Read the Question**

> This may seem trivial, but studies have shown that most students look at the answers first. Questions cause anxiety and answers provide the solution, so many people go right for the solutions. However, you cannot pick the correct answer until you know what you are being asked! Time reading the question is time well spent. More time on the question means more time spent thinking.

> Read the question and pick out key words. Key words are diagnostic information, abnormal lab values, indications of gender or race and any qualifying terms.

> Read carefully enough so that you only have to read the question once. Rereading takes time. Read for comprehension the first time.

**2. The Prediction Pass**

> After reading the question, stop. Before looking at the options, try to generate an answer. We call this the PREDICTION PASS. USMLE questions are written so that any expert in the field can come up with the correct answer without having any options present. While you may not be an expert in every field, you should still try to predict the answer before venturing into “answer choice land.”
With the correct answer in mind, you are less likely to be seduced by distracters. Remember, they are supposed to distract you and convince you to pick the wrong answer. Distracters aren’t just randomly generated; they are answers that sound like they could be right.

**3. The Selection Pass**

> If you see the answer you predicted, scan the other answers to be sure that it is the best. Then, pick it and move on to the next question. This is the SELECTION PASS. If the answer seems obvious and direct, good. Do not convince yourself into thinking the question must be tricky or more difficult. Most answers will be clearly correct. If you find yourself making up a long story why one option is better than another, stop yourself. You are probably wrong. The correct answer should be clearly correct. If two answers seem to be almost the same, then neither one is probably correct.

**4. The Final Pass**

> If, after reading through the options, you are still not sure of the answer, you have one final try, the FINAL PASS. At this stage, rather than trying for a correct answer, you are eliminating those you know to be incorrect. Using this strategy, you can usually eliminate all but two of the options. When you have narrowed your choices down to only two options, you have now arrived at the most crucial moment. The correct action at this point is to pick one and move on to the next question. If you are really unsure of the correct answer, which one you pick does not matter. With two options to choose from you have a 50% chance of getting the question correct rather than the 20% chance you started with.
Make a choice. Many people waste time at this point by not choosing. Some people, when they have eliminated all but two answers, go back and reread the question in hopes of finding some information that will help them choose. Time spent talking with students and watching their thought processes during the exam suggests that this is the wrong strategy. When students reread a question at this point, they tend to add to it or pick out single features that help them feel better about choosing one of the answers. However, it does not help them pick the right answer. By adding assumptions to the question, students may feel more confident, but they are really mentally rewriting the question to be one that they feel more comfortable answering. The answer they pick is then the right answer to the question that they envision, but not for the actual question presented.
If after these three passes: Prediction Pass, Selection Pass, and the Final Pass, you still are not sure of the answer, your best option is to guess. At this point, click any letter and move on to the next question. Remember, the key to doing well on this exam is to train yourself to make choices. If you do not know an answer, admit it, make your best guess and move on to the next question.

**NO ANSWER COUNTS THE SAME AS A WRONG ANSWER !**

> Try out this four-step method as you do practice questions in the weeks before the exam. If it helps you feel in control of the questions, that’s great. If you find it doesn’t work for your test-taking style, it might be too late to adopt it now. Remember, you need to do what works for YOU.

# _**Tips for Exam Day**_

> Taking the USMLE is NOT the most important day of your career; it’s just another hurdle on your way to becoming a licensed physician. Keep it in perspective. Treat the exam like what it is, a routine mechanical exercise. Deal with each question as you come to it, make your choice, and then move on.
No matter how well prepared you are for the USMLE exam, you will get many questions wrong. Be prepared to feel stupid. This is not an exam where you should expect to know every answer. Remember, 70% correct puts you well over the mean! Knowing this, your test-taking strategy should be somewhat different than it may be when you take other exams.

# 1. Arrive at the Sylvan Center 30 minutes early so you are not rushed and have time to get organized.

You will be given a locker to store your personal items and then assigned a computer station. Remember that you have a total of seven hours to complete 350 questions, and a total of one hour to be used throughout the day for breaks and lunch.

# 2. To cope with fatigue, you will need to schedule breaks.

Our recommended schedule for the exam is:

> Block 1

> Block 2

.

> Block 3

.

> Block 4 

.

> Block 5 

> Block 6 

.

> Block 7 

Done!

This allows you 10 minutes extra to use as needed.
Remember that you will need to sign in and out when you take breaks. You should also be aware that if you leave the exam room during a block, it will be marked as an irregularity in your testing session. Therefore, you need to consider after each block whether you want to take a bathroom break.

# 3. Start with the beginning of the question block and work your way to the end.

The idea here is to get into a rhythm that will help create what one psychologist calls a “Flow” experience. The flow experience is a state of optimal concentration and maximal performance.

# 4. Do not skip any questions.

If you don’t know it when you come to it, you are not likely to know it later. Skipping around wastes time and can end up confusing you. Deal with each question as you come to it, answer it as best you can, and move on to the next question.

# 5. Limit your use of the marking feature to no more than two or three questions per block.

Of course you should answer each question as you come to it, but you may want to double check yourself on a few questions. The marking feature lets you return to review and reconsider questions if you have time left over. Used correctly, marking will help you revisit questions where you have a high probability of getting the answer correct. Misused, marking causes you to not give a question your full attention the first time around. You simply may not have time to go back and look at questions you have marked, especially if you mark a lot of them.

# 6. Be cautious about changing answers.

In general, your odds of changing a correct answer to a wrong one are so much higher than the reverse that it is simply not worth the risk. If you change an answer, you are most likely making it wrong! Your first impulse is usually the correct one. Stay with it unless some clear insight occurs to you.

# 7. If you finish a question block with time left over, go back and “check” only those answers that you have previously marked.

Checking almost always leads to changing and tends to reduce your score. If you have a spare moment, make sure that you have entered an answer for every question in the block and then, relax. Sit, take a break, and mentally prepare yourself for the next block of questions. Focus on the questions to come, not the ones that are past.

# 8. Monitor your time.

Know how much you have left, so you do not find yourself rushed at the end. Work on your pacing from the beginning of the question block. Check your watch every 10 questions to make sure you are on the correct pace to finish. If you pace yourself throughout the block, you should not be squeezed for time at the end.

# 9. Relax.

During the breaks between question blocks, try to relax and not think back over the exam. The desire to recall questions is strong, but not helpful. Those questions are in the past; you will never see them again. Focus on relaxing and making the most of your break. Remember, you will always tend to remember those questions you get wrong.
 
## Good Luck in your Board Exams !
