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Frequently Asked questions

  • Are you a CLASSROOM-based learner in med school or related program (veterinarians, optometrists, Pharm Ds, PT, PA, etc.)? Then our STATMED STUDY SKILLS CLASS is likely the best fit for you. This is especially true if you say any of the following:
    • “My old study skills no longer work”: cramming, spending more time than your peers, study groups, robust familiarity, re-writing notes, etc. 
    • ”No single concept is that hard….it is just so much, so fast”
    • “What works for my peers—going to lecture, using ANKI, starting with practice questions—does not work for me; the advice of others is not doing the trick for me!”
    • “I just don’t know how to make it all stick over the long haul and I haven’t figure out the right system for me”
    • “I go to lecture, get lost, come out frustrated and exhausted and like I am starting from scratch….and there is no time left in the day”
    • “I feel like I spend all day studying with nothing to show for it”
    • “I struggle to get started, to stay on task, to switch tasks, and find time to live my life”
    • “I have ADHD (or other learning challenges) and need the skills to excel in med school and beyond”
  • Is your main issue that you know the content, but are bad showing what you know on massive standardized medical board exams like the USMLE, COMLEX, NAVLE, NBEO, NAPLEX, shelf exams, in-service exams, or specialty exams like Emergency Medicine, Pediatrics, etc.?  Then the STATMED BOARDS WORKSHOP is what you’re looking for! Especially of you say things like:
    • “I always narrow down to two and pick the wrong one”
    • “I teach my peers, they pass, I struggle or even fail”
    • “When I look at my missed questions, I should have gotten half of them right”
  • Or, are you REALLY stuck on your board exam and need to do EVERYTHING you can to pass on the next attempt? This means a combination of test-taking issues (cited above) plus issues with consolidating your knowledge covering the VAST amount of material needed to pass your board exam. Our STATMED BOARDS REBOOT CAMP would be the perfect fit, especially if you relate to any of the following statements”
    • “The stakes are super-high and I have failed my boards multiple times in a row and I HAVE to pass next time
    • “I have issues with test-taking AND finding and fixing holes in my knowledge”
    • “I have a huge gap to cover in my score, so I need to fix everything: study skills, time management, and test-taking methodology”
    • “I don’t know where the holes are in my knowledge, how to find them, or how to fix them” 

Maybe you’re still not sure which of these better describes you—all you know is that you’re not getting the results you want. That’s ok—just give us a call and we’ll help figure it out!

  • When you sign up for one of our platforms, you are buying our time, expertise, course content, and personalized insight into your specific needs. We can guarantee that we will provide you with expert instruction in specific, actionable tools that hundreds of med students and medical professionals have used to improve their performance in the classroom and on board exams.
  • But we can never guarantee test scores or other specific academic outcomes because each person is different, each with their own constellation of strengths and weaknesses. Med school and boards are hard. Our goal is to provide our students with tools that give them the best chance to succeed. And we have built these tools to the best of our ability. But we can never guarantee success. That falls onto the shoulders of our students.

Our med students and physicians come to us because they want to benefit from our expertise, which is based on these four foundations:

  • Knowing the design and demand of med school curricula and board exams
  • Identifying the pitfalls and patterns where smart, motivated med students and physicians stumble
  • Designing strategies and methodologies that will offset these issues 
  • Teaching our strategies in a way that they can be onboarded and executed by our clients so they can perform in the classroom and/or on boards


No one comes to us to learn facts about biochem or the differences between hypothyroidism and hyperthyroidism. If you need help understanding a concept, you can work with a tutor.

People come to us because they’re overwhelmed by the sheer volume of information they need to know in the classroom or on boards, or they need better tools for long-term encoding and retrieving information, or their test-taking is letting them down. Our methods will then allow them to master biochem—or ANY content in ANY format, or help them show what they know about hyperthyroidism on board exams. We teach out clients HOW to be in charge of their learning, time management, and test-taking for the rest of their careers.

We have each spent more than twenty years racking up our “10,000 hours” of professional development teaching complex learning skills to smart people in the medical field who need more than canned advice from those who excel naturally. When you come to us for help, we’ve probably seen your issues before, have systems already built to accelerate your skill acquisition, and we know exactly how to help you bring strategies on board that match your own wiring and the demands of your curriculum or board exam. Your success is always our goal since we are only as successful as our students. This is all that we do, all day, every day, and we are very good at this!

  • The STATMed Study Skills Class is a nine day live online class scheduled periodically throughout the year. You would be signing up for a class with a very specific schedule, and you would know this in advance. Sometimes classes fill up before they get posted, and we can run classes if we have enough interest, so don’t hesitate to contact us, inquire about availability, or to get onto our no-obligation wait-list. Seats are given on a first come, first serve basis; seats are limited to 10-12 students per class, and they will fill up. Click here for a sample schedule.


  • The STATMed Boards Workshop is scheduled around your calendar. When you contact us, we’ll ask about your availability and get you started as soon as possible. Sometimes this is within days, but other times it may be a week or two out.  We schedule as we go to meet your progress. We know our clients are busy and we understand the intricacies of med school, rotations, and clinical schedules, so we schedule as we go in the workshop. This is a modular platform that works around your life. We can meet morning, afternoon, and a night, everyday of the week. This is how we operate! 


  • The STATMed Boards Reboot Camp has a combination of FIVE set meeting session and three flexible one-on-one sessions, all live online. Each session is unique and can span anywhere from two to four weeks. You would know the exact schedule and time commitments for the group sessions in advance, and we schedule the solo sessions around mutual availability. We limit sessions to ten students per session, and again, often fill these up before posting them, so always feel free to reach out to get on the no-obligation waitlist. Click here for a sample schedule.  

 

  • We do not provide scholarships
  • We do, however, welcome payment plans for those students who need it. On your initial call, simply mention that you want a payment plan, and we will try to accommodate. 
  • We know our services are expensive, so we try to be extremely flexible.  

TUTORS TEACH THE WHAT; WE TEACH THE HOW

  • Tutors can be found in every city around the world; their job is to help identify gaps in your knowledge and teach and explain to you WHAT you need to know.
  • On the other hand, at STATMed, we teach you the methodologies for HOW to learn best in the med school classroom and on medical board exams. Specifically, we teach our clients HOW to best study medical information, HOW to manage and maximize time and build workflows, and HOW to plug into and accurately show what you know on medical board exams.  
  • To use an analogy, tutors feed to a fish for dinner; we teach you how to fish so you can feed yourself for the rest of your life. 
  • And yes, we ae are not content experts; rather, we are experts in medical education, knowing where learning and performance breaks down, designing our own methods to work around and scaffold these issues, and how to then teach these skills in a way that is grounded in authentic medical school and boards content so that every student can onboard and understand and actually use these skills when they go back to med school or boards study. 
  • Our toolset applies to almost any form of medical education content, factoring in all classroom educational designs, and we know how to help bad test-takers become good test-takers by addressing the way they read, process, and interface with boards-style questions.

If working with your schools’ specialist works for you, then that is great; you should definitely use that first. We do not see ourselves as being in competition with on-site learning specialists; rather, we are a resource for students (and specialists) who feel like more help is needed than can be provided by on-site services.

Here is a simple analogy: If the on-site learning resource specialist is like a pediatrician, who is great at handling most issues kids experience, then we are like the neuromuscular or cardiology specialist, who only a small percentage of kids need to see, but when warranted, these specialists make all of the difference in the world.

On-site specialists are often dealing with the following factors: 

  • Providing tips and insights in limited time 
  • High caseloads with limited time per each student 
  • The students who are currently enrolled in classes, making wholesale change difficult 

On the other hand, STATMed is set up to work with and offer the following: 

  • We deal with a small number of clients at a time
  • We dedicate a lot of time to each student
  • We teach end-to-end systems, comprising discrete skill sets, designed to address each student’s main area(s) of need 
  • We work with them when they are NOT enrolled (on breaks of some sort), allowing for better skill acquisition and mastery 

We like to think of a CANOE analogy here, where we imagine the student going down a raging river in a canoe: 

  • The onsite medical education learning specialist can help them plug a few leaks in the boat while racing down the river, which is great, as long as there are not too many leaks…
  • STATMed takes the canoe OUT of the river, rebuilds the boat from scratch while teaching the student how to pilot the boat itself, then sends them back into the “river” (back to classes or independent boards prep) with the new “canoe” (skill sets) ready to face the rapids
  • We like to hear your story, answer any questions you might have, and make sure you and STATMed are a good fit. We are not a factory where we march students through a blind assembly line. Those educational models have their value, but that is not how we are built. All of our STATMed platforms are very personal, very intense experiences, and we want to make sure we’re a good for for each other. 
  • Interviews only take ten to twenty minutes, so, while they are not the most efficient gateway to usher in new clients, it’s worthwhile because our main goal at this phase is making sure we are all starting out on the same page and making sure we are aligning the right students into the right STATMed platforms. 
  • And keep in mind, there is zero pressure or obligation to sign up with us when we talk, and we are not salesmen! 
  • Yes, you can! We love giving support and feedback. Every single module and tool we have built at STATMed has come from feedback and troubleshooting and helping former students. We are building STATMed to be the best service in the world to help med students and physicians (and those in related medical fields) become better at studying, managing their time, and showing what they know on tests…and that means constantly getting feedback on what’s working, what’s not working, and how the landscape of med school and boards is evolving. 
  • We will always give an hour of pro bono feedback and support and, if we have the time, we will give more. If needed, students can purchase extra hours of support, but this is very rarely needed due to the quality of the way all of our platforms are designed 
  • Our favorite way to provide support post-program is for the client to email us a bulleted list of questions, be it one, three, five, or however many, with the stipulation that the client tell us what they think our answers will be. This is a great metacognitive strategy that demands accountability on the learner’s part and will fast-track our ability to provide support. This may come in the form of an email, a text, a phone call, or jumping onto Zoom for some feedback. 
  • Nope, that is not how this works. That would be like going to the gym and watching people work out. 
  • The CLASS, WORKSHOP, and REBOOT require a lot of work on your end. Learning requires effort, trial and error, making mistakes, taking in feedback, and reflecting on what works and does not work. 
  • Our courses are designed to make you do this, providing “desirable difficulties” to induce problem-solving, learning, and “Ah-ha” moments. 
  • At the end of the day, the work you put in both during and after your STATMed course will determine how high your ceiling is. And we will set you up for this. 

STATMed Learning was designed to teach med students, physicians, and those in related medical fields better ways to study and take boards-style exams. Our students come to us because they are tired of ineffective advice, outdated study tips, or an inability to unlock their abilities on their own. STATMed Learning was designed for the following:

  • MED STUDENTS: Entering, rising, or repeating in the classroom, prepping for boards, or in clinical rotations
  • PHYSICIANS: Ranging from residents and in-services to initial certifications to con-cert exams

Our platforms are intended for students and physicians to use pro-actively or after they have begun to struggle. Issues with reading, learning, or 

STAT: STAT speaks to the idea of providing important help to someone immediately, so I knew I wanted that as part of the name when I was creating the company back in 2012. I also liked how it could be an acronym for the three main aspects we would use to help our med students and physicians:

S: Study

T: Timing

A: and

T: Testing

MED: Then I wanted “med” in the title to communicate the scope of who we help, which is anyone in the medical field, ranging from med students to physicians to those in related fields (optometry, physical therapy, physicians assistants, pharmacy, CRNA, etc.) where both the instructional design (dense amounts of medical information required to be learned in tremendous volume under limited time) and testing design (standardized, single-choice multiple choice clinical vignettes) aligns with the issues we know how to address with our methods and tools.

LEARNING: And finally, “LEARNING” conveys the arena we occupy, where we focus on teaching HOW to learn medicine under the ridiculous demands of medical education (what we call the SPEED-VOLIME-DENSITY EQUATION, also called the “firehose,” which creates so many problems in this field) and medical board exams.

  • Old study methods are no longer effective: Could include issues with an over-reliance on low-yield methods (re-reading, re-copying, passive review, etc.), flawed goals (studying for familiarity), spending too much time organizing, constantly changing methods with no feedback on what works and doesn’t, etc.
  • They have no idea how to study in medical school or for boards: No one teaches smart students how to study, so this happens frequently.
  • Issues with reading, retention, attention, or time management: Weaknesses were never exposed before due to relative load they were tasked with learning; these weaknesses are only relevant once the speed, volume, and density capsize their inherent abilities.
  • They simply cannot manage the speed + volume + density equation: Nothing can prepare you for the load of med school, and we might not know who will be overwhelmed until they are in it. This may or may not mean these students are “low structure builders,” for example.
  • They struggle with boards-style multiple-choice exams: Bad test-taking is a very real thing, and the design of medical boards-style questions are a unique construct that can require unique strategies for certain people. These patterns are predictable and, therefore, fixable with the right methodology. 
  • CRAMMING or OVERCOMPENSATING no longer works: Cramming ceases to be viable due to volume, and overcompensating by spending more time than your peers ceases to be an option since there is no extra time.
  • Issues with ADHD exposed: One easy pattern to build around is ADHD (which can be combined type, inattentive type, etc.), which is really about issues with working memory and certain conceptual organizational issues under the broad “executive functioning” umbrella. I believe most struggling medical professionals with ADHD have what the learning literature calls a “low structure building” profile, which is one of those patterns we address with methodology when learning, for example. If someone tells me they have ADHD and are struggling with classroom lectures or with showing what they know on boards, I am confident that 90% of the time I can tell them how this is manifesting and how to fix it.
  • Issues with learning in the medical school (or related program) classroom: These are didactic issues, issues in the classroom, from traditional lecture-based learning to flipped classrooms to TBL or PBL or hybrid classrooms. If you are struggling, you could be a good fit, and if you are REPEATING or otherwise REMEDIATING, then the CLASS could certainly be a great fit for you, since this would allow us to completely redesign how you study, avoiding the classic trap of “doing the same thing and expecting different results”.
  • Issues with re-studying for boards: Some people come to us because they unfortunately have to re-take boards, which is a similar yet different kind of problem. Some of these folks are just bad test-takes, but some need to fix their knowledge, and the challenge here is they don’t know what they know and don’t know; they don’t know what they concretely know versus what they are familiar with; and they do not know how to find and fix the holes in their knowledge. Test-taking issue can be fixed in the WORKSHOP, and learning methods to fix the learning-based issues can be addressed by the CLASS.

 

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