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FIRST AID FOR
THE®
USMLE
STEP 1
2019
TAO LE, MD, MHS VIKAS BHUSHAN, MD
Associate Clinical Professor Boracay
Chief, Section of Allergy and Immunology
Department of Medicine
University of Louisville School of Medicine
MATTHEW SOCHAT, MD JORDAN ABRAMS

Fellow, Department of Hematology/Oncology St. George’s University School of Medicine
St. Louis University School of Medicine Class of 2020
YASH CHAVDA, DO MEHBOOB KALANI, MD

Chief Resident, Department of Emergency Medicine Chief Resident, Department of Internal Medicine
St. Barnabas Hospital, New York Allegheny Health Network Medical Education Consortium
Fellow, ALL NYC EM
VAISHNAVI VAIDYANATHAN, MD
KIMBERLY KALLIANOS, MD Resident, Department of Pediatric Neurology
Assistant Professor, Department of Radiology and Biomedical Imaging Barrow Neurological Institute at Phoenix Children’s Hospital
University of California, San Francisco School of Medicine
New York / Chicago / San Francisco / Athens / London / Madrid / Mexico City
Milan / New Delhi / Singapore / Sydney / Toronto
FAS1_2019_00_Frontmatter_i-xxii.indd 1 10/26/18 10:22 AM

Copyright © 2019 by Tao Le and Vikas Bhushan. All rights reserved. Except as permitted under the United States Copyright Act of 1976,
no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system,
without the prior written permission of the publisher.
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Dedication
In memory of Tai Le who blessed us all

with immeasurable love and joy.

This page intentionally left blank

Contents
Contributing Authors vii General Acknowledgments xiii

Associate Authors viii How to Contribute xvii
Faculty Advisors ix How to Use This Book xix
Preface xi Selected USMLE Laboratory Values xx
Special Acknowledgments xii First Aid Checklist for the USMLE Step 1 xxii
SECTION I
`` G U I D E TO E F F I C I E N T E X A M P R E PA R AT I O N 1
Introduction 2 Test-Taking Strategies 22

USMLE Step 1—The Basics 2 Clinical Vignette Strategies 23
Defining Your Goal 12 If You Think You Failed 24
Learning Strategies 13 Testing Agencies 24
Timeline for Study 16 References 25
Study Materials 20
SECTION I SUPPLEMENT
`` S P E C I A L S I T UAT I O N S 27
SECTION II
`` HIGH-YIELD GENERAL PRINCIPLES 29
How to Use the Database 30 Pathology 205

Biochemistry 33 Pharmacology 231
Immunology 95 Public Health Sciences 255
Microbiology 123

SECTION III
`` H I G H - Y I E L D O R G A N S YS T E M S 269
Approaching the Organ Systems 270 Neurology and Special Senses 477
Cardiovascular 273 Psychiatry 541
Endocrine 321 Renal 565
Gastrointestinal 351 Reproductive 597
Hematology and Oncology 395 Respiratory 645
Musculoskeletal, Skin, and Connective Tissue 437 Rapid Review 673
SECTION IV
`` TO P - R AT E D R E V I E W R E S O U R C E S 689
How to Use the Database 694 Cell Biology and Histology 698
Question Banks 696 Microbiology and Immunology 699
Question Books 696 Pathology 699
Web and Mobile Apps 696 Pharmacology 700
Comprehensive 697 Physiology 700
Anatomy, Embryology, and Neuroscience 697 Abbreviations and Symbols 701
Behavioral Science 698 Image Acknowledgments 709
Biochemistry 698
``
Index 731 About the Editors 793
vi

Contributing Authors
MAJED H. ALGHAMDI, MBBS PRASHANK SHREE NEUPANE, MBBS

King Abdulaziz University College of Medicine KIST Medical College
HUMOOD BOQAMBAR, MB BCh BAO ERIKA J. PARISI, MD

Farwaniya Hospital Resident, Department of Medicine
Massachusetts General Hospital
JOHN E. CODA
Penn State College of Medicine BRIAN H. PARK, MD
Class of 2019 Resident, Department of Anesthesiology
Brigham and Women’s Hospital
KRISTINA DAMISCH
University of Iowa Carver College of Medicine VIVEK PODDER
Class of 2020 Tairunnessa Memorial Medical College and Hospital, Bangladesh
Class of 2019
YUMI KOVIC
University of Connecticut School of Medicine CONNIE QIU
Class of 2019 Lewis Katz School of Medicine at Temple University
MD/PhD Candidate, Class of 2021
LAUREN N. LESSOR, MPH, MD
Resident, Department of Pediatrics SARAH SCHIMANSKY, MB BCh BAO
Mercy Health – St. Vincent Medical Center Resident, Department of Ophthalmology
Gloucestershire Hospitals NHS Foundation Trust
Image and Illustration Team
MATTHEW HO ZHI GUANG RENATA VELAPATIÑO, MD

University College Dublin (MD), DFCI (PhD) San Martin de Porres University School of Medicine
MD/PhD Candidate, Class of 2020 Hospitalist, Clinica Internacional
VICTOR JOSE MARTINEZ LEON, MD ALIREZA ZANDIFAR, MD

Central University of Venezuela Research Fellow
Isfahan University of Medical Sciences, Iran
AIDA K. SARCON, MD
St. George’s University School of Medicine
vii

Associate Authors
HUZAIFA AHMAD, MBBS VASILY OVECHKO

Aga Khan University Medical College Pirogov Russian National Research Medical University
Class of 2018 Class of 2019
JESSE CHAIT BASHAR RAMADAN, MBBS

NYIT College of Osteopathic Medicine Mutah University, Faculty of Medicine
Class of 2020 Class of 2018
ANUP CHALISE, MBBS ROSHUN D. SANGANI

House Officer, Department of General Surgery and Digestive Diseases Drexel University College of Medicine
Nepal Mediciti Hospital Class of 2019
SCOTT MOORE, DO GANNAT SHALAN

Assistant Professor of Medical Laboratory Sciences Rowan University School of Osteopathic Medicine
Weber State University Class of 2019
Assistant Dean of Clinical Affairs
Rocky Vista University College of Osteopathic Medicine MATTHEW WELLS
Lake Erie College of Osteopathic Medicine
Class of 2019
Image and Illustration Team
BENJAMIN F. COMORA, DO, MBA PARTH R. JANI, MBBS

Resident, Department of Radiology Pandit Deendayal Upadhyay Medical College
Albert Einstein Medical Center
PRIYESH THAKURATHI, MBBS
JACQUELINE BEKHIT, MD B.P. Koirala Institute of Health Sciences, Nepal
Xavier University School of Medicine
Class of 2020 NIKHIL YEGYA-RAMAN
Rutgers Robert Wood Johnson Medical School
TAYLOR MANEY Class of 2019
New York Medical College
Class of 2019
viii

Faculty Advisors
MEESHA AHUJA, MD SHIVANI VERMA CHMURA, MD

Psychiatrist Adjunct Clinical Faculty, Department of Psychiatry
Rhode Island Hospital Stanford University School of Medicine
DIANA ALBA, MD PETER V. CHIN-HONG, MD

Clinical Instructor Professor, Department of Medicine
University of California, San Francisco School of Medicine University of California, San Francisco School of Medicine
MARK A.W. ANDREWS, PhD BRADLEY COLE, MD

Professor of Physiology Assistant Professor of Basic Sciences
Lake Erie College of Osteopathic Medicine at Seton Hill Loma Linda University School of Medicine
MARIA ANTONELLI, MD LINDA S. COSTANZO, PhD

Assistant Professor, Division of Rheumatology Professor, Physiology & Biophysics
MetroHealth Medical Center, Case Western Reserve University Virginia Commonwealth University School of Medicine
HERMAN SINGH BAGGA, MD ANTHONY L. DeFRANCO, PhD

Urologist, Allegheny Health Network Professor, Department of Microbiology and Immunology
University of Pittsburgh Medical Center, Passavant University of California, San Francisco School of Medicine
SHIN C. BEH, MD CHARLES S. DELA CRUZ, MD, PhD

Assistant Professor, Department of Neurology & Neurotherapeutics Associate Professor, Department of Pulmonary and Critical Care Medicine
UT Southwestern Medical Center at Dallas Yale School of Medicine
SAKINA FARHAT, MD
ANISH BHATT, MD
Faculty
Clinical Fellow Case Western Reserve University School of Medicine
CONRAD FISCHER, MD
GIADA BIANCHI, MD
Associate Professor, Medicine, Physiology, and Pharmacology
Instructor in Medicine, Harvard Medical School Touro College of Medicine
Dana-Farber Cancer Institute
RAYUDU GOPALAKRISHNA, PhD
JOHN R. BUTTERLY, MD
Associate Professor, Department of Integrative Anatomical Sciences
Professor of Medicine Keck School of Medicine of University of Southern California
Dartmouth Geisel School of Medicine
RYAN C.W. HALL, MD
SHELDON CAMPBELL, MD, PhD
Assistant Professor, Department of Psychiatry
Professor of Laboratory Medicine University of South Florida School of Medicine
Yale School of Medicine
LOUISE HAWLEY, PhD
BROOKS D. CASH, MD
Immediate Past Professor and Chair, Department of Microbiology
Professor of Medicine, Division of Gastroenterology Ross University School of Medicine
University of South Alabama School of Medicine
JEFFREY W. HOFMANN, MD, PhD
JAIMINI CHAUHAN-JAMES, MD
Resident, Department of Pathology
Psychiatrist University of California, San Francisco School of Medicine
NYC Health + Hospitals
ix

PRAMOD THEETHA KARIYANNA, MBBS MELANIE SCHORR, MD
Fellow/Assistant Clinical Instructor in Cardiology Assistant in Medicine
SUNY Downstate Medical Center Massachusetts General Hospital
SHIREEN MADANI SIMS, MD

CLARK KEBODEAUX, PharmD
Chief, Division of Gynecology, Gynecologic Surgery, and Obstetrics
Clinical Assistant Professor, Pharmacy Practice and Science
University of Florida School of Medicine
University of Kentucky College of Pharmacy
NATHAN W. SKELLEY, MD
MICHAEL R. KING, MD
Assistant Professor, Department of Orthopaedic Surgery
Instructor, Department of Pediatric Anesthesiology University of Missouri, The Missouri Orthopaedic Institute
Northwestern University Feinberg School of Medicine
HOWARD M. STEINMAN, PhD
THOMAS KOSZTOWSKI, MD
Assistant Dean, Biomedical Science Education
Spine Instructor Albert Einstein College of Medicine
The Warren Alpert Medical School of Brown University
MARY STEINMANN, MD
KRISTINE KRAFTS, MD
Assistant Professor, Department of Psychiatry
Assistant Professor, Department of Basic Sciences
University of Utah School of Medicine
University of Minnesota School of Medicine
GERALD LEE, MD RICHARD P. USATINE, MD

Professor, Dermatology and Cutaneous Surgery
Assistant Professor, Departments of Pediatrics and Medicine
University of Texas Health Science Center San Antonio
Emory University School of Medicine
KACHIU C. LEE, MD, MPH J. MATTHEW VELKEY, PhD

Assistant Dean, Basic Science Education
Assistant Clinical Professor, Department of Dermatology
Duke University School of Medicine
The Warren Alpert Medical School of Brown University
WARREN LEVINSON, MD, PhD BRIAN WALCOTT, MD

Clinical Instructor, Department of Neurological Surgery
Professor, Department of Microbiology and Immunology
PETER MARKS, MD, PhD TISHA WANG, MD

Center for Biologics Evaluation and Research Associate Clinical Professor, Department of Medicine
US Food and Drug Administration David Geffen School of Medicine at UCLA
DOUGLAS A. MATA, MD, MPH SYLVIA WASSERTHEIL-SMOLLER, PhD

Brigham Education Institute and Brigham and Women’s Hospital Professor Emerita, Department of Epidemiology and Population Health
Harvard Medical School Albert Einstein College of Medicine
VICKI M. PARK, PhD, MS ADAM WEINSTEIN, MD

Assistant Dean Assistant Professor, Pediatric Nephrology and Medical Education
University of Tennesse College of Medicine Geisel School of Medicine at Dartmouth
SOROUSH RAIS-BAHRAMI, MD ABHISHEK YADAV, MBBS, MSc

Assistant Professor, Departments of Urology and Radiology Associate Professor of Anatomy
University of Alabama at Birmingham School of Medicine Geisinger Commonwealth School of Medicine
SASAN SAKIANI, MD KRISTAL YOUNG, MD

Fellow, Transplant Hepatology Clinical Instructor, Department of Cardiology
Cleveland Clinic Huntington Hospital, Pasadena, California

Preface
With the 29th edition of First Aid for the USMLE Step 1, we continue our commitment to providing students with
the most useful and up-to-date preparation guide for the USMLE Step 1. This edition represents an outstanding
revision in many ways, including:
85 entirely new or heavily revised high-yield topics reflecting evolving trends in the USMLE Step 1.
Extensive text revisions, new mnemonics, clarifications, and corrections curated by a team of more than 40
medical student and resident physician authors who excelled on their Step 1 examinations and verified by a team
of expert faculty advisors and nationally recognized USMLE instructors.
Updated with 115 new and revised diagrams and illustrations as part of our ongoing collaboration with
USMLE-Rx (MedIQ Learning, LLC).
Updated with 35+ new full-color photos to help visualize various disorders, descriptive findings, and basic
science concepts. Additionally, revised imaging photos have been labeled and optimized to show both normal
anatomy and pathologic findings.
Updated study tips on the opening page of each chapter.
Improved integration of clinical images and illustrations to better reinforce and learn key anatomic concepts.
Improved organization of text, figures, and tables throughout for quick review of high-yield topics.
Revitalized coverage of current, high-yield print and digital resources in Section IV with clearer explanations of
their relevance to USMLE Step 1 review.
Real-time Step 1 updates and corrections can be found exclusively on our blog, www.firstaidteam.com.
We invite students and faculty to share their thoughts and ideas to help us continually improve First Aid for the
USMLE Step 1 through our blog and collaborative editorial platform. (See How to Contribute, p. xvii.)
Louisville Tao Le
Boracay Vikas Bhushan
St. Louis Matthew Sochat
New York City Yash Chavda
Phoenix Vaishnavi Vaidyanathan
New York City Jordan Abrams
Pittsburgh Mehboob Kalani
San Francisco Kimberly Kallianos
xi

Special Acknowledgments
This has been a collaborative project from the start. We gratefully acknowledge the thousands of thoughtful
comments, corrections, and advice of the many medical students, international medical graduates, and faculty who
have supported the authors in our continuing development of First Aid for the USMLE Step 1.
For support and encouragement throughout the process, we are grateful to Thao Pham, Jinky Flang, and Jonathan
Kirsch, Esq. Thanks to Louise Petersen for organizing and supporting the project. Thanks to our publisher, McGraw-
Hill, for the valuable assistance of its staff, including Bob Boehringer, Jeffrey Herzich, Laura Libretti, Jim Shanahan,
and Christina Thomas.
We are also very grateful to Dr. Fred Howell and Dr. Robert Cannon of Textensor Ltd for providing us extensive
customization and support for their powerful Annotate.co collaborative editing platform (www.annotate.co), which
allows us to efficiently manage thousands of contributions. Thanks to Dr. Richard Usatine and Dr. Kristine Krafts
for their outstanding image contributions. Thanks also to Jean-Christophe Fournet (www.humpath.com), Dr. Ed
Uthman, and Dr. Frank Gaillard (www.radiopaedia.org) for generously allowing us to access some of their striking
photographs.
For exceptional editorial leadership, enormous thanks to Christine Diedrich and Emma Underdown. Thank you
to our USMLE-Rx/ScholarRx team of editors, Ruth Kaufman, Janene Matragrano, Susan Mazik, Isabel Nogueira,
Sharon Prevost, Sally Rineker, Jen Shimony, and Hannah Warnshuis. Special thanks to our indexer Dr. Anne
Fifer. We are also grateful to our medical illustrator, Hans Neuhart, for his creative work on the new and updated
illustrations. Lastly, tremendous thanks to Graphic World, especially Anne Banning, Sandy Brown, Gary Clark, and
Cindy Geiss.
Louisville Tao Le
Boracay Vikas Bhushan
St. Louis Matthew Sochat
New York City Yash Chavda
Phoenix Vaishnavi Vaidyanathan
New York City Jordan Abrams
Pittsburgh Mehboob Kalani
San Francisco Kimberly Kallianos
xii

General Acknowledgments
Each year we are fortunate to receive the input of thousands of medical students and graduates who provide new
material, clarifications, and potential corrections through our website and our collaborative editing platform.
This has been a tremendous help in clarifying difficult concepts, correcting errata from the previous edition, and
minimizing new errata during the revision of the current edition. This reflects our long-standing vision of a true,
student-to-student publication. We have done our best to thank each person individually below, but we recognize
that errors and omissions are likely. Therefore, we will post an updated list of acknowledgments at our website, www.
firstaidteam.com/bonus/. We will gladly make corrections if they are brought to our attention.
For submitting contributions and corrections, many thanks to Mostafa Ahmed Abdellah, Khalil Abuzaina, Raghav
Acharya, Aisha Adigun, Kimiko Agari, Diana Agosto, Adelaide Agyepong, Begum Ahmed, Syed Awais Ahmed, Tarun
Ahuja, Oluwabukola Ajagbe, Mythri AK, Nesar Akanda, Nataly Kobra Akbarshahi, Ahmad Akhtar, Ali Akhtar, Pavel
Aksionav, Feruze Aksoy, Amer Al Homssi, Tamara Al Maktar, Marwan Alahiri, Khaled Omar Alameddine, Michael
Alavi, Mejbel Alazemi, Iyad Albustami, Syed Ali, Moatasem Al-Janabi, Sameer Almaghamsi, Feras Al-Moussally,
Yazeed Alnigrish, Yazeed Al-Nigrish, Anmar Al-Sultani, Lance Alquran, Abdelrahman Altarazi, Priscilla Alvarez,
Farah Amer, Rahul Angra, Aya Angstadt, Gilberto Aquino, Tarek Arab, Patricia Han Aragon, Jay Argue, Daniel Arias,
Fernando Arias, Samantha Arsenault, Gideon Asaolu, Nicholas Asher, Kevin Ashley, Lama Assi, Patrick Assoua,
Rizwan Attiq, Sali Avades, Amin Azem, Rida Azhigulova, Jude Azu, Ram Baboo, Kashif Badar , Roshan Bagga, Amir
Bagheri, Vyshnavy Balendra, Ugur Berkay Balkanca, Muhammad Yasir Baloch, Lucas Banter, Dweep Barbhaya,
Ameen Barghi, Swati Barma, Marissa Baron, Andrew Barsoum, Elan Baskir, Priya Batta, Jerrin Bawa, Esra Bayram,
Christopher Bazewicz, Mariana Bebawy, Leah Beland, Maria Bell, Nitya Beriwal, Hussein Berjaoui, Adam Bernardi,
Unaisa Bhayat, Anna Bistline, Suman Biswas, Rodrigo Blake, Catherine Blebea, Jeffrey Bloom, Nwamaka Bob-Ume,
Alexandra Bochenek, Buranee Bockman, Prateek Bommu, Dorian Bonam, Malek Bouzaher, Moshe Bressler,
Zachary Britstone, Spencer Brodsky, Logan Burstiner, Elisa Cairns, Sergio Camba, Anthony Campbell, Andrew
Caras, Daniela Carralero-Somoza, Jessica Carrasquillo Quinones, Maria Carvalho, Jarett Casale, Esteban Casasola,
Fiorella Castillo, Joshua Castle, Aurel Cato, Rodrigo Cavalcante, Natalie Cazeau, Katherine G Chan, Aaditya
Chandrasekar, Shruthi Chandrasekhar, Molly Chang, Jaimini Chauhan, Mit Chauhan, Harsh Vardhan Chawla,
Yimin Chen, Kateryna Chepenko, Santosh Cherian, Edward Choe, Weelic Chong, Daniel Choudhary, Maruf
Chowdhury, Zachary Christensen, Ifeanyi Chukwuka, Courtney Cleveland, Max Cohen, Caroline Coleman,
Nahimarys Colón Hernández, Julijana Conic, Zachary Conley, Rafael Contreras, Jeffrey Cooney, Josh Cooper, Max
Court, Rebecca Crowther, Andi Crutchfield, Zoey Crystal, David Cumming, Priscila Cunha, Nick Curi, Sushil
Dahal, Christopher Dallo, Matthew Dallo, Kristina Damisch, Parnaz Daneshpajouhnejad, Andrew-Huy Dang, Parag
Das, Andrew Davenport, Vivian De Jesús, Matthew Deal, Taryn Dee, Paola Del Cueto, Danika DeLay, Francis
Deng, Vanessa Denny, Cassandra DeWitt, Galvin Dhaliwal, Vijay Dhillon, Lennox Din, Mina Divan, Abhishek
Dixit, Sindhuja Dogga, Rachel Donaldson, Hima Doppalapudi, Christina Dorismond, Meredith Doughty, Elena
Duca, Dylan Dues, Ashten Duncan, Wesley Durand, Nini DVali, Maria Luisa Earls, Jared Eaves, Jared Edwards,
Gamlet Egiazaryann, David Ellenbogen, Mahmoud Elmahdy, Husam El-Sharu, Karim Eltaib, Mason English,
xiii

Franchesca Espinal, Paige Estave, Ivie Eweka, Mikael Fadoul, Rabeeah Faisal, Austin Feng, José Fernandez, Ibrahim
Feyissa, Jay Fickle, Nicolet Finger, Nathaniel Fitch, Bronson Flint, Ernest Flores, Rucci Marcus Foo, Conor Fowler,
Monik Frabzi, Arber Frakulli, Brandon Fram, Elliott Freudenburg, Louna Ftouni, Pedro Jose Fuenmayor, Cameron
Gachett, Stephanie Gaerlan, Jennifer Gamache, Alex Gamber, Julia Gao, Siva Garapati, Laura R Garcia Godoy,
Nicolas Curi Gawlinski, Okubit Gebreyonas, Amaris Geisler, Edom Genemo, Philip Giarrusso, Ellie Ginn, Richard
Giovane, Rishi Goel, Craig Goldhagen, Matin Goldooz, Francisco Gonzalez, Adam Goodcoff, Meghan Gorbach,
Ekaterina Gorban, Amber Gordon, Dan Gordon, Madhumita Govindaswamy, Justin Graff, Zacharia Grami,
Emanuel Grant, Jan Andre Grauman, Fernanda Gray, Aubrey Greer, Renato Guerrieri, James Guirguis, Kakha
Gujabidze, Abdullah Gumus, Ravindi Gunasekara, Bharath Guntupalli, Akhilesh Gupta, Kush Gupta, Mo Halabi,
Oday Halhouli, Kaitlyn Hall, Hevar Hamah Saed, Saffa Hamde, Fareed Hamidullah, Yousif Hanna, Leanna Hansen,
Fawad Haroon, Kathleen Harp, Blake Harris, Katherine Harsh, Aamir Hasan, Hasanain Hasan, May Hassan, Syed
Adeel Hassan, Amr Hassoun Najjar, Alec Hasty, Pooyan Hatamzadeh, Dilara Hatipoglu, Jennifer Hawken, Leif
Helland, Daniel Hernandez, Dharma Dilia Herrera, Jennifer Herrera, Alexander Hoelscher, Tanweer Hoosen,
Michael Hubbard, I-Chun Hung, Pavel Leandro Hurtado Cabrera, Zaid Hussain, Tayler Hutto, Kristine Huynh,
Josef Ianni, Eiman Ibrahim, Collin Innis, Bithaiah Inyang, Vikram Itare, Arpit Jain, Neil Jain, Paresh Jaini, Abbas
Jama, Abbas Bashir Jama, Selene Jamall, Tesmol James, Mir Jamshaid, Ranjit Jasaraj, Jacob Jewulski, Alice Jiang,
Penn Jillette, Michelle Jin, Gavin Jones, Khyrie Jones, Maggie Jones, Peter Joo, Dana Jorgenson, Ulyana Kachmar,
Nikita Kadakia, Tymoteusz Kajstura, Preethi Kamath, Namita Kamra, Panagiotis Kaparaliotis, Basil Karam,
Stanimira Kartolova, Mitchell A. Katona, Daniel Kats, Manpreet (Preety) Kaur, Puneet Kaur, LaDonna Kearse,
Ashley Keating, Courtney Kelly, Cameron Kerl, Cody Key, Hussein Khachfe, Mohammad Zirik Khan, Sarah Khan,
Shaima Khandaker, Monica Khattak, Hassan Khokhar, Wafa Khoudeir, Samir Khouzam, Chachrit Khunsriraksakul,
Akif Kichloo, Jeanne Kiernan, Daniel Kim, Brad King, Richard Kizzee, Margarete Knudsen, Christopher
Kocharians, David Kocoj, Eirik Krager, Alexander Krule, Mugdha Kulkarni, Henry Lam, Xuan Lan, Linnea Lantz,
Chrystal Lau, Marco Lawandy, Jordan Lebovic, David Lee, Chelsey Lemaster, Salome Lembeck, Nicholas Lenze,
Nicole Levine, Tyler Liang, Jonathan Lieberman, Connie Liou, Liat Litwin, Tom Liu, Charmaine Chu Wen Lo,
Andrea Lombardi, Lianette Lozada, Zhuo Luan, Alex Luke, Nathan Luke, Alex Lukez, Elaine Luther, Julian
Maamari, Shade Maghsood, Ashwini Mahadev, Samantha Mahon, Satya Makadia, Freda Malanyaon, Mahir
Mameledzija, Keeret Mann, Anna Mansfield, Tarek Mansi, Callie Marshall, Penelope Martinez, Justin Martin-
Whitlock, Omar Masarweh, Micah Mathai, David Matuszewski, Mayra Maymone, Jason McAloon, Kyra McComas,
Fiona McConnell, Haana McMurray, Connor McNamee, Steven Medeiros, Viviana Medina, Stephanie Gonzalez
Mejias, Sudha Mekala, Christian Menezes, Gilga Mesh, Amy Mickelsen, Joseph Mininni, Mahshid Mir, Sultan
Mirlanov, Dana Mitchell, Nishant Modi, Sarah Mohtadi, Guarina Molina, Daniel Moreno-Zambrano, Mardochere
Morisset, Dana Most, Gopisairamreddy Mulaka, Braedon Murdock, Sami Musallam, Tejasvini Muthya, Lucas
Myers, Youjin Na, Behnam Nabavizadeh, Tripti Nagar, Matthew Nagelschmidt, Steffi Nainan, Zaid Najdawi,
Andres Narvaez Cordova, Madison Nashu, Simon Nazarian, Sina Nazemi, Gabriela Negron-Ocasio, Jun Ng,
Anthony Nguyen, Cyrus Nguyen, Michael Nguyen, Garrett Ni, Harris Nickowitz, Isaac Nivar, Hosea Njoku, Ahme
Noor, Ahmed Noor, Graham Norwood, Melissa Notis, Lillian Nwanah, Precious Ogbonna, Maureen Oluchukwu
Okafor, Grace Ijeoma Okoro, Gerald Olayan, Amir Olfat, Onyeka Olisemeka, Shaliny Ollegasagrem, Randall
Olmsted, Nuhah Omar, Maya Or, Xander Ortiz, Vadim Osadchiy, Michael O’Shea, Oluwafemi Osunnuga, Anthony
Oyekan, Sujitha devi Paineni, Daniel Pak, Sri Harsha Palakurty, Lisa Palubiski, Zonghao Pan, Shalby Panikulangara,
Puja Panwar, S Parikh, Ashmi Patel, Dev Patel, Harsh Patel, Harshkumar Patel, Niraj Patel, Parth Patel, Sheel Patel,
Vanisha Patel, Vrutant Patel, Yogesh Patel, Foram Pathak, Perry Patton, Rita Paulis, Dmytro Pavlenko, Sri Ramani
Peesapati, Fernando Pellerano, Brandan Penaluna, Zach Pennington, Dorian Perez, Katherine Peters, Keyhan
Piranvisch, Marc Polanik, Andrew Polk, Aaron Pollock, Shannon Powell, Akshaya Prabhakaran, Elliot Pressman,
John Price, Mario Pucci, Rishita Pujari, Andrii Puzyrenko, Alisha Qaiser, Carlos Quinonez, Elmer Rafael de
Camps, Mona Rahimi, Maryam Rahimian, Olivia Raitano, Kahita Ramagiri, Juhi Ramchandani, Sashu Ramesh,
xiv

Kamleshun Ramphul, Tierra Range, Mohammed Yousif Rashid, Mikhail Rassokhin, Jesse Raszewski, Hervin
Recinos, Nisha Reddy, Laura Reyes Uribe, Sina Rezaei, Peter Rezkalla, Benjamin Richter, Benji Richter, Alex Ritter,
Ileana Rivera Ramos, Alejandra Rocha, Garimer Rodriguez, Yeiniel Rodriguez, Landon Rohowetz, Daniel Romine,
David Rosenberg, Heather Ross, David Rotblat, Colby Rozean, Michelle Rudshteyn, Virginia Ruiz Namis, Nicole
Rynecki, Noura S. Alzahrani, Kahmalia Sada, Rorita Sadhu, Sharel Sadud, Sharel Sadud Armaza, Christian Saffran,
Raza Sagarwala, Dev Sahni, Tanjot Saini, Ludie Saint, Hemamalini Sakthivel, Maggie Samaan, Ahmed Sandhu,
Karm Sarao, Paya Sarraf, Abeer Sarwar, Veronica Schmidt, Jake Schutzman, Michael Scott, Sirous Seifirad, Kanwal
Sekhon, Opal Sekler, Deeksha Seth, Manik Inder Singh Sethi, Tarif Shaaban, Maria Shabih, Ahmed Shah, Anna
Shah, Ayushi Shah, Naman Shah, Younus Shamam, Kanika Sharma, Piyush Sharma, Tina Sharma, Jocelyn Shorts,
Rahia Shuaib, Daniel Shults, Rebecca Shum, Margaret Shyu, Sariya Siddiqui, Kris Sifeldeen, Mark Silva, Matthew
Simhon, Bhart Singal, Kiara Singer, Jasninder Singh, Ashima Singla, Ranuka Sinniah, Ramzi Y. Skaik, Nathan
Skelley, Olga Slabchak, Ryan Sless, Juliana Soares Linn, Anubhav Sood, Benjamin Rojas Soosiah, Karthik
Sreedhara, Divya Srinivasan, Charles Starling, Elina Stoffel, Jonathan Stone, Ivan Stukalau, Sakthi Ganesh
Subramonian, Alugya Suliman, Antonia Syrnioti, Michael Szymanski, Sogand Taheri, Umer Tahir, Jean Tamayo,
Olive Tang, Feiyang Tao, Katherine Taylor, Vaishakh Tharavath, Sijo Thomas Sunny, Chadane Thompson, Bhavya
Thota, Nidhi Tiyyagura, Han Tong, Sara Tong, Roger L. Torres, Alan Tran, Alvin Trieu, Aalap Trivedi, Rishi Trivedi,
Gregory Troutman, Victoria Trump Redd, Cindy Tsui, Ayaka Tsutsumi, Danny Urness, Enrique Urrea-Mendoza,
Nathan Ussher, Karunakar Vadlamudi, Ankeet Vakharia, Trent VanHorn, Oscar Vazquez, Patrick Vecellio, Ricardo
Luis Vega Auz, Geribel Velasquez, Yoseli Ventura, Yoseli Eduli Ventura Manzueta, Wilson Veras, Junia Vieira,
Phuong Vo, Elliott Voss, Anthony Kha Le Vu, Nasit Vurgun, Habiba Wada, Aaron Walker, Jianling Wang, Peter
Wang, Stephen Wang, Stephen H. Wang, Tony Wang, Nicholas Wawrzyniak, Jenny Wei, Jan Westerhuis, Bryan Wey,
Brennan Whitacre, Jameson Wiener, Kyle Wiseman, Carrie Worley, Lawrence Wu, Catherine Xie, Joshua Y.C.
Yang, Thikiri Yee, Hsinyu Yin, Allison Yip, Michael Yoon, Abdelrahman Yousef, Wenzheng Yu, Melissa Yuan,
Christopher Yun, Shirin Yusubov, Anton Zakrevskiy, Khaled Zammar, Ehsan Zandifar, Samaneh Zandifar, Melika
Zarei, Bassem Zeidan, Zixun Zeng, Fengping Zhang, Jasmine Zhao, Meiqin Zhou, Ziyu Zhou, Shaoyu Zhu,
Rachelle Zipper, and Andrew Zureick.
xv

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How to Contribute
This version of First Aid for the USMLE Step 1 incorporates thousands of contributions and improvements suggested
by student and faculty advisors. We invite you to participate in this process. Please send us your suggestions for:
Study and test-taking strategies for the USMLE Step 1
New facts, mnemonics, diagrams, and clinical images
High-yield topics that may appear on future Step 1 exams
Personal ratings and comments on review books, question banks, apps, videos, and courses
For each new entry incorporated into the next edition, you will receive up to a $20 Amazon.com gift card as well as
personal acknowledgment in the next edition. Significant contributions will be compensated at the discretion of the
authors. Also, let us know about material in this edition that you feel is low yield and should be deleted.
All submissions including potential errata should ideally be supported with hyperlinks to a dynamically updated Web
resource such as UpToDate, AccessMedicine, and ClinicalKey.
We welcome potential errata on grammar and style if the change improves readability. Please note that First Aid style
is somewhat unique; for example, we have fully adopted the AMA Manual of Style recommendations on eponyms
(“We recommend that the possessive form be omitted in eponymous terms”) and on abbreviations (no periods with
eg, ie, etc).
The preferred way to submit new entries, clarifications, mnemonics, or potential corrections with a valid,
authoritative reference is via our website: www.firstaidteam.com.
This website will be continuously updated with validated errata, new high-yield content, and a new online platform
to contribute suggestions, mnemonics, diagrams, clinical images, and potential errata.
Alternatively, you can email us at: firstaid@scholarrx.com.
Contributions submitted by May 15, 2019, receive priority consideration for the 2020 edition of First Aid for the
USMLE Step 1. We thank you for taking the time to share your experience and apologize in advance that we cannot
individually respond to all contributors as we receive thousands of contributions each year.
xvii

NOTE TO CONTRIBUTORS
``
All contributions become property of the authors and are subject to editing and reviewing. Please verify all data and
spellings carefully. Contributions should be supported by at least two high-quality references.
Check our website first to avoid duplicate submissions. In the event that similar or duplicate entries are received,
only the first complete entry received with valid, authoritative references will be credited. Please follow the style,
punctuation, and format of this edition as much as possible.
JOIN THE FIRST AID TEAM

``
The First Aid author team is pleased to offer part-time and full-time paid internships in medical education and
publishing to motivated medical students and physicians. Internships range from a few months (eg, a summer) up
to a full year. Participants will have an opportunity to author, edit, and earn academic credit on a wide variety of
projects, including the popular First Aid series.
For 2019, we are actively seeking passionate medical students and graduates with a specific interest in improving our
medical illustrations, expanding our database of medical photographs, and developing the software that supports our
crowdsourcing platform. We welcome people with prior experience and talent in these areas. Relevant skills include
clinical imaging, digital photography, digital asset management, information design, medical illustration, graphic
design, tutoring, and software development.
Please email us at firstaid@scholarrx.com with a CV and summary of your interest or sample work.
xviii

How to Use This Book
CONGRATULATIONS: You now possess the book that has guided nearly two million students to USMLE success
for nearly 30 years. With appropriate care, the binding should last the useful life of the book. Keep in mind that
putting excessive flattening pressure on any binding will accelerate its failure. If you purchased a book that you
believe is defective, please immediately return it to the place of purchase. If you encounter ongoing issues, you can
also contact Customer Service at our publisher, McGraw-Hill Education, at https://www.mheducation.com/contact.
html.
START EARLY: Use this book as early as possible while learning the basic medical sciences. The first semester of
your first year is not too early! Devise a study plan by reading Section I: Guide to Efficient Exam Preparation, and
make an early decision on resources to use by checking Section IV: Top-Rated Review Resources. Note that First Aid
is neither a textbook nor a comprehensive review book, and it is not a panacea for inadequate preparation.
CONSIDER FIRST AID YOUR ANNOTATION HUB: Annotate material from other resources, such as class
notes or comprehensive textbooks, into your book. This will keep all the high-yield information you need in one
place. Other tips on keeping yourself organized:
For best results, use fine-tipped ballpoint pens (eg, BIC Pro+, Uni-Ball Jetstream Sports, Pilot Drawing Pen,
Zebra F-301). If you like gel pens, try Pentel Slicci, and for markers that dry almost immediately, consider
Staedtler Triplus Fineliner, Pilot Drawing Pen, and Sharpies.
Consider using pens with different colors of ink to indicate different sources of information (eg, blue for
USMLE-Rx Step 1 Qmax, green for UWorld Step 1 Qbank).
Choose highlighters that are bright and dry quickly to minimize smudging and bleeding through the page
(eg, Tombow Kei Coat, Sharpie Gel).
Many students de-spine their book and get it 3-hole-punched. This will allow you to insert materials from other
sources, including curricular materials.
INTEGRATE STUDY WITH CASES, FLASH CARDS, AND QUESTIONS: To broaden your learning strategy,
consider integrating your First Aid study with case-based reviews (eg, First Aid Cases for the USMLE Step 1), flash
cards (eg, First Aid Flash Facts), and practice questions (eg, the USMLE-Rx Step 1 Qmax). Read the chapter in the
book, then test your comprehension by using cases, flash cards, and questions that cover the same topics. Maintain
access to more comprehensive resources (eg, First Aid for the Basic Sciences: General Principles and Organ Systems
and First Aid Express videos) for deeper review as needed.
PRIME YOUR MEMORY: Return to your annotated Sections II and III several days before taking the USMLE
Step 1. The book can serve as a useful way of retaining key associations and keeping high-yield facts fresh in your
memory just prior to the exam. The Rapid Review section includes high-yield topics to help guide your studying.
CONTRIBUTE TO FIRST AID: Reviewing the book immediately after your exam can help us improve the next
edition. Decide what was truly high and low yield and send us your comments. Feel free to send us scanned images
from your annotated First Aid book as additional support. Of course, always remember that all examinees are under
agreement with the NBME to not disclose the specific details of copyrighted test material.
xix

Selected USMLE Laboratory Values
* = Included in the Biochemical Profile (SMA-12)
Blood, Plasma, Serum Reference Range SI Reference Intervals
*Alanine aminotransferase (ALT, GPT at 30°C) 8–20 U/L 8–20 U/L

Amylase, serum 25–125 U/L 25–125 U/L
*Aspartate aminotransferase (AST, GOT at 30°C) 8–20 U/L 8–20 U/L
Bilirubin, serum (adult)
Total // Direct 0.1–1.0 mg/dL // 0.0–0.3 mg/dL 2–17 µmol/L // 0–5 µmol/L
*Calcium, serum (Total) 8.4–10.2 mg/dL 2.1–2.8 mmol/L
*Cholesterol, serum (Total) Rec: < 200 mg/dL < 5.2 mmol/L
*Creatinine, serum (Total) 0.6–1.2 mg/dL 53–106 µmol/L
Electrolytes, serum
Sodium (Na+) 136–145 mEq/L 136–145 mmol/L
Chloride (Cl–) 95–105 mEq/L 95–105 mmol/L
* Potassium (K+) 3.5–5.0 mEq/L 3.5–5.0 mmol/L
Bicarbonate (HCO3–) 22–28 mEq/L 22–28 mmol/L
Magnesium (Mg2+) 1.5–2 mEq/L 0.75–1.0 mmol/L
Gases, arterial blood (room air)
PO 2 75–105 mm Hg 10.0–14.0 kPa
PCO2 33–45 mm Hg 4.4–5.9 kPa
pH 7.35–7.45 [H+] 36–44 nmol/L
*Glucose, serum Fasting: 70–110 mg/dL 3.8–6.1 mmol/L
2-h postprandial: < 120 mg/dL < 6.6 mmol/L
Growth hormone − arginine stimulation Fasting: < 5 ng/mL < 5 µg/L
provocative stimuli: > 7 ng/mL > 7 µg/L
Osmolality, serum 275–295 mOsm/kg 275–295 mOsm/kg
*Phosphatase (alkaline), serum (p-NPP at 30°C) 20–70 U/L 20–70 U/L
*Phosphorus (inorganic), serum 3.0–4.5 mg/dL 1.0–1.5 mmol/L
Prolactin, serum (hPRL) < 20 ng/mL < 20 µg/L
*Proteins, serum
Total (recumbent) 6.0–7.8 g/dL 60–78 g/L
Albumin 3.5–5.5 g/dL 35–55 g/L
Globulins 2.3–3.5 g/dL 23–35 g/L
*Urea nitrogen, serum (BUN) 7–18 mg/dL 1.2–3.0 mmol/L
*Uric acid, serum 3.0–8.2 mg/dL 0.18–0.48 mmol/L
(continues)
xx

Cerebrospinal Fluid Reference Range SI Reference Intervals
Glucose 40–70 mg/dL 2.2–3.9 mmol/L

Hematologic
Erythrocyte count Male: 4.3–5.9 million/mm3 4.3–5.9 × 1012/L

Female: 3.5–5.5 million/mm3 3.5–5.5 × 1012/L
Erythrocyte sedimentation rate (Westergen) Male: 0–15 mm/h 0–15 mm/h
Female: 0–20 mm/h 0–20 mm/h
Hematocrit Male: 41–53% 0.41–0.53
Female: 36–46% 0.36–0.46
Hemoglobin, blood Male: 13.5–17.5 g/dL 2.09–2.71 mmol/L
Female: 12.0–16.0 g/dL 1.86–2.48 mmol/L
Hemoglobin, plasma 1–4 mg/dL 0.16–0.62 µmol/L
Leukocyte count and differential
Leukocyte count 4,500–11,000/mm3 4.5–11.0 × 109/L
Segmented neutrophils 54–62% 0.54–0.62
Band forms 3–5% 0.03–0.05
Eosinophils 1–3% 0.01–0.03
Basophils 0–0.75% 0–0.0075
Lymphocytes 25–33% 0.25–0.33
Monocytes 3–7% 0.03–0.07
Mean corpuscular hemoglobin 25.4–34.6 pg/cell 0.39–0.54 fmol/cell
Mean corpuscular volume 80–100 μm3 80–100 fL
Partial thromboplastin time (activated) 25–40 seconds 25–40 seconds
Platelet count 150,000–400,000/mm3 150–400 × 109/L
Prothrombin time 11–15 seconds 11–15 seconds
Reticulocyte count 0.5–1.5% of red cells 0.005–0.015
Sweat
Chloride 0–35 mmol/L 0–35 mmol/L

Urine
Creatinine clearance Male: 97–137 mL/min

Female: 88–128 mL/min
Osmolality 50–1,400 mOsmol/kg H2O
Proteins, total < 150 mg/24 h < 0.15 g/24 h
xxi

First Aid
First Aid Checklist Checklist
for the USMLEfor
Stepthe
1 USMLE Step 1
This is an example of how you might use the information in Section I to prepare for the USMLE Step 1.
This
Referistoan example oftopics
corresponding how you might Iuse
in Section for the
moreinformation
details. in Section I to prepare for the USMLE
Step 1. Refer to corresponding topics in Section I for more details.
Years Prior Use top-rated review resources for first-year medical school courses.
Ask for advice from those who have recently taken the USMLE Step 1.
Months Prior Review computer test format and registration information.

Register six months in advance.
Carefully verify name and address printed on scheduling permit. Make sure
the name on scheduling permit matches the name printed on your photo ID.
Call Prometric or go online for test date ASAP.
Define your exam goals (pass comfortably, beat the mean, ace the test)
Set up a realistic timeline for study. Cover less crammable subjects first.
Evaluate and choose study materials (review books, question banks).
Use a question bank to simulate the USMLE Step 1 to pinpoint strengths and
weaknesses in knowledge and test-taking skills.
Weeks Prior Do another test simulation in a question bank.

Assess how close you are to your goal.
Pinpoint remaining weaknesses. Stay healthy (exercise, sleep).
Verify information on admission ticket (eg, location, date).
One Week Prior Remember comfort measures (loose clothing, earplugs, etc).
Work out test site logistics (eg, location, transportation, parking, lunch).
Call Prometric and confirm your exam appointment.
One Day Prior Relax.

Lightly review short-term material if necessary. Skim high-yield facts.
Get a good night’s sleep.
Day of Exam Relax.

Eat breakfast.
Minimize bathroom breaks during exam by avoiding excessive morning
caffeine.
After Exam Celebrate, regardless of how well you feel you did.
Send feedback to us on our website at www.firstaidteam.com.
xxii

SECTION I
Guide to Efficient
Exam Preparation
“I don’t love studying. I hate studying. I like learning. Learning is `Ìntroduction2

beautiful.”
—Natalie Portman `ÙSMLE Step 1—The
Basics2
“Finally, from so little sleeping and so much reading, his brain dried up
and he went completely out of his mind.” ``Defining Your Goal 12
—Miguel de Cervantes Saavedra, Don Quixote
``Learning Strategies 13
“Sometimes the questions are complicated and the answers are simple.”
—Dr. Seuss ``Timeline for Study 16
“He who knows all the answers has not been asked all the questions.” ``Study Materials 20
—Confucius
``Test-Taking
“The expert in anything was once a beginner.”
Strategies22
—Helen Hayes
“It always seems impossible until it’s done.” ``Clinical Vignette

Strategies23
—Nelson Mandela
“I was gratified to be able to answer promptly, and I did. I said I didn’t `Ìf You Think You
know.” Failed24
—Mark Twain
``Testing Agencies 24
``References25
FAS1_2019_00_Section_I_1-28.indd 1 10/26/18 10:25 AM

2 SECTION I Guide to Efficient Exam Preparation
INTRODUCTION
``
Relax.
This section is intended to make your exam preparation easier, not harder.
Our goal is to reduce your level of anxiety and help you make the most of
your efforts by helping you understand more about the United States Medical
Licensing Examination, Step 1 (USMLE Step 1). As a medical student, you
are no doubt familiar with taking standardized examinations and quickly
absorbing large amounts of material. When you first confront the USMLE
Step 1, however, you may find it all too easy to become sidetracked from your
goal of studying with maximal effectiveness. Common mistakes that students
make when studying for Step 1 include the following:
Starting to study (including First Aid) too late

Starting to study intensely too early and burning out
Starting to prepare for boards before creating a knowledge foundation
Using inefficient or inappropriate study methods
Buying the wrong resources or buying too many resources
Buying only one publisher’s review series for all subjects
Not using practice examinations to maximum benefit
Not understanding how scoring is performed or what the score means
`` The test at a glance: Not using review books along with your classes
8-hour exam Not analyzing and improving your test-taking strategies
Up to a total of 280 multiple choice items Getting bogged down by reviewing difficult topics excessively
7 test blocks (60 min/block) Studying material that is rarely tested on the USMLE Step 1
Up to 40 test items per block Failing to master certain high-yield subjects owing to overconfidence
45 minutes of break time, plus another 15 Using First Aid as your sole study resource
if you skip the tutorial Trying to prepare for it all alone
In this section, we offer advice to help you avoid these pitfalls and be more
productive in your studies.
USMLE STEP 1—THE BASICS

``
The USMLE Step 1 is the first of three examinations that you must pass in
order to become a licensed physician in the United States. The USMLE is
a joint endeavor of the National Board of Medical Examiners (NBME) and
the Federation of State Medical Boards (FSMB). The USMLE serves as the
single examination system for US medical students and international medical
graduates (IMGs) seeking medical licensure in the United States.

Guide to Efficient Exam Preparation SECTION I 3
The Step 1 exam includes test items drawn from the following content areas1:
DISCIPLINE ORGAN SYSTEM
Aging Behavioral Health & Nervous
Anatomy Systems/Special Senses
Behavioral Sciences Biostatistics & Epidemiology/
Biochemistry Population Health/
Biostatistics and Epidemiology Social Sciences
Genetics Blood & Lymphoreticular System
Immunology Cardiovascular System
Microbiology Endocrine System
Molecular and Cell Biology Gastrointestinal System
Nutrition General Principles of Foundational
Pathology Science
Pharmacology Immune System
Physiology Multisystem Processes & Disorders
Musculoskeletal, Skin, &
Subcutaneous Tissue
Renal/Urinary System
Reproductive System
Respiratory System
How Is the Computer-Based Test (CBT) Structured?
The CBT Step 1 exam consists of one “optional” tutorial/simulation block

and seven “real” question blocks of up to 40 questions per block with no more
than 280 questions in total, timed at 60 minutes per block. A short 11-question
survey follows the last question block. The computer begins the survey with a
prompt to proceed to the next block of questions.
Once an examinee finishes a particular question block on the CBT, he or she

must click on a screen icon to continue to the next block. Examinees cannot
go back and change their answers to questions from any previously completed
block. However, changing answers is allowed within a block of questions as
long as the block has not been ended and if time permits.
What Is the CBT Like?
Given the unique environment of the CBT, it’s important that you become `` If you know the format, you can skip the
familiar ahead of time with what your test-day conditions will be like. In fact, tutorial and add up to 15 minutes to your
you can easily add up to 15 minutes to your break time! This is because the break time!
15-minute tutorial offered on exam day may be skipped if you are already
familiar with the exam procedures and the testing interface. The 15 minutes
is then added to your allotted break time of 45 minutes for a total of 1 hour of
potential break time. You can download the tutorial from the USMLE website
and do it before test day. This tutorial interface is very similar to the one you
will use in the exam; learn it now and you can skip taking it during the exam,
giving you up to 15 extra minutes of break time. You can also gain experience

with the CBT format by taking the 120 practice questions (3 blocks with 40
questions each) available online or by signing up for a practice session at a
test center.
For security reasons, examinees are not allowed to bring any personal electronic
equipment into the testing area. This includes both digital and analog
watches, iPods, tablets, calculators, cell phones, and electronic paging devices.
Examinees are also prohibited from carrying in their books, notes, pens/pencils,
and scratch paper. Food and beverages are also prohibited in the testing area.
The testing centers are monitored by audio and video surveillance equipment.
However, most testing centers allot each examinee a small locker outside the
testing area in which he or she can store snacks, beverages, and personal items.
`` Keyboard shortcuts:
Questions are typically presented in multiple choice format, with 4–5 possible
A, B, etc—letter choices
answer options. There is a countdown timer on the lower left corner of the
Enter or spacebar—move to next
screen as well. There is also a button that allows the examinee to mark a
question
question for review. If a given question happens to be longer than the screen
Esc—exit pop-up Lab and Exhibit
(which occurs very rarely), a scroll bar will appear on the right, allowing the
windows
examinee to see the rest of the question. Regardless of whether the examinee
Alt-T—countdown timers for current
clicks on an answer choice or leaves it blank, he or she must click the “Next”
session and overall test
button to advance to the next question.
The USMLE features a small number of media clips in the form of audio
`` Heart sounds are tested via media questions. and/or video. There may even be a question with a multimedia heart sound
Make sure you know how different heart simulation. In these questions, a digital image of a torso appears on the screen,
diseases sound on auscultation. and the examinee directs a digital stethoscope to various auscultation points
to listen for heart and breath sounds. The USMLE orientation materials
include several practice questions in these formats. During the exam tutorial,
`` Be sure to test your headphones during the
examinees are given an opportunity to ensure that both the audio headphones
tutorial.
and the volume are functioning properly. If you are already familiar with the
tutorial and planning on skipping it, first skip ahead to the section where you
can test your headphones. After you are sure the headphones are working
properly, proceed to the exam.
`` Familiarize yourself with the commonly

The examinee can call up a window displaying normal laboratory values.
tested lab values (eg, Hgb, WBC, platelets,
In order to do so, he or she must click the “Lab” icon on the top part of
Na+, K+).
the screen. Afterward, the examinee will have the option to choose between
“Blood,” “Cerebrospinal,” “Hematologic,” or “Sweat and Urine.” The normal
values screen may obscure the question if it is expanded. The examinee may
have to scroll down to search for the needed lab values. You might want to
`` Illustrations on the test include: memorize some common lab values so you spend less time on questions that
Gross specimen photos require you to analyze these.
Histology slides
The CBT interface provides a running list of questions on the left part of the
Medical imaging (eg, x-ray, CT, MRI)
screen at all times. The software also permits examinees to highlight or cross
Electron micrographs
out information by using their mouse. There is a “Notes” icon on the top part
Line drawings
of the screen that allows students to write notes to themselves for review at a
later time. Finally, the USMLE has recently added new functionality including
text magnification and reverse color (white text on black background). Being

familiar with these features can save time and may help you better view and `` Ctrl-Alt-Delete are the keys of death during
organize the information you need to answer a question. the exam. Don’t touch them at the same time!
For those who feel they might benefit, the USMLE offers an opportunity
to take a simulated test, or “CBT Practice Session” at a Prometric center.
Students are eligible to register for this three-and-one-half-hour practice
session after they have received their scheduling permit.
The same USMLE Step 1 sample test items (120 questions) available on the `` You can take a shortened CBT practice test at
USMLE website, www.usmle.org, are used at these sessions. No new items a Prometric center.
will be presented. The practice session is available at a cost of $75 and is
divided into a short tutorial and three 1-hour blocks of ~40 test items each.
Students receive a printed percent-correct score after completing the session.
No explanations of questions are provided.
You may register for a practice session online at www.usmle.org. A separate

scheduling permit is issued for the practice session. Students should allow two
weeks for receipt of this permit.
How Do I Register to Take the Exam?
Prometric test centers offer Step 1 on a year-round basis, except for the first `` The Prometric Web site will display a calendar
two weeks in January and major holidays. The exam is given every day except with open test dates.
Sunday at most centers. Some schools administer the exam on their own
campuses. Check with the test center you want to use before making your
exam plans.
US students can apply to take Step 1 at the NBME website. This application
allows you to select one of 12 overlapping three-month blocks in which to
be tested (eg, April–May–June, June–July–August). Choose your three-month
eligibility period wisely. If you need to reschedule outside your initial three-
month period, you can request a one-time extension of eligibility for the next
contiguous three-month period, and pay a rescheduling fee. The application
also includes a photo ID form that must be certified by an official at your
medical school to verify your enrollment. After the NBME processes your
application, it will send you a scheduling permit.
The scheduling permit you receive from the NBME will contain your USMLE
identification number, the eligibility period in which you may take the exam,
and two additional numbers. The first of these is known as your “scheduling
number.” You must have this number in order to make your exam appointment
with Prometric. The second number is known as the “candidate identification
number,” or CIN. Examinees must enter their CINs at the Prometric
workstation in order to access their exams. However, you will not be allowed to
bring your permit into the exam and will be asked to copy your CIN onto your
scratch paper. Prometric has no access to the codes. Do not lose your permit!
You will not be allowed to take the exam unless you present this permit along
with an unexpired, government-issued photo ID that includes your signature
(such as a driver’s license or passport). Make sure the name on your photo ID
exactly matches the name that appears on your scheduling permit.

`` The confirmation emails that Prometric Once you receive your scheduling permit, you may access the Prometric
and NBME send are not the same as the website or call Prometric’s toll-free number to arrange a time to take the exam.
scheduling permit. You may contact Prometric two weeks before the test date if you want to
confirm identification requirements. Although requests for taking the exam
may be completed more than six months before the test date, examinees
will not receive their scheduling permits earlier than six months before the
eligibility period. The eligibility period is the three-month period you have
chosen to take the exam. Most medical students choose the April–June or
June–August period. Because exams are scheduled on a “first-come, first-
served” basis, it is recommended that you contact Prometric as soon as you
receive your permit. After you’ve scheduled your exam, it’s a good idea to
`` Test scheduling is done on a “first-come,
confirm your exam appointment with Prometric at least one week before your
first-served” basis. It’s important to schedule
test date. Prometric will provide appointment confirmation on a print-out and
an exam date as soon as you receive your
by email. Be sure to read the 2018 USMLE Bulletin of Information for further
scheduling permit.
details.
What If I Need to Reschedule the Exam?
You can change your test date and/or center by contacting Prometric at
1-800-MED-EXAM (1-800-633-3926) or www.prometric.com. Make sure to
have your CIN when rescheduling. If you are rescheduling by phone, you
must speak with a Prometric representative; leaving a voicemail message will
not suffice. To avoid a rescheduling fee, you will need to request a change
at least 31 calendar days before your appointment. Please note that your
rescheduled test date must fall within your assigned three-month eligibility
period.
When Should I Register for the Exam?

`` Register six months in advance for seating
and scheduling preference. You should plan to register as far in advance as possible ahead of your desired
test date (eg, six months), but, depending on your particular test center, new
dates and times may open closer to the date. Scheduling early will guarantee
that you will get either your test center of choice or one within a 50-mile
radius of your first choice. For most US medical students, the desired testing
window is in June, since most medical school curricula for the second year
end in May or June. Thus, US medical students should plan to register before
January in anticipation of a June test date. The timing of the exam is more
flexible for IMGs, as it is related only to when they finish exam preparation.
Talk with upperclassmen who have already taken the test so you have real-
life experience from students who went through a similar curriculum, then
formulate your own strategy.
Where Can I Take the Exam?
Your testing location is arranged with Prometric when you call for your
test date (after you receive your scheduling permit). For a list of Prometric
locations nearest you, visit www.prometric.com.

How Long Will I Have to Wait Before I Get My Scores?
The USMLE reports scores in three to four weeks, unless there are delays
in score processing. Examinees will be notified via email when their scores
are available. By following the online instructions, examinees will be able to
view, download, and print their score report online for ~120 days after score
notification, after which scores can only be obtained through requesting an
official USMLE transcript. Additional information about score timetables and
accessibility is available on the official USMLE website.
What About Time?

`` Gain extra break time by skipping the tutorial
Time is of special interest on the CBT exam. Here’s a breakdown of the exam or finishing a block early.
schedule:
15 minutes Tutorial (skip if familiar with test format and features)

7 hours Seven 60-minute question blocks
45 minutes Break time (includes time for lunch)
The computer will keep track of how much time has elapsed on the exam.
However, the computer will show you only how much time you have remaining
in a given block. Therefore, it is up to you to determine if you are pacing
yourself properly (at a rate of approximately one question per 90 seconds).
The computer does not warn you if you are spending more than your allotted
time for a break. You should therefore budget your time so that you can take
a short break when you need one and have time to eat. You must be especially
careful not to spend too much time in between blocks (you should keep track
of how much time elapses from the time you finish a block of questions to the
time you start the next block). After you finish one question block, you’ll need
to click to proceed to the next block of questions. If you do not click within 30
seconds, you will automatically be entered into a break period.
Break time for the day is 45 minutes, but you are not required to use all of it,
nor are you required to use any of it. You can gain extra break time (but not
extra time for the question blocks) by skipping the tutorial or by finishing a
`` Be careful to watch the clock on your break
block ahead of the allotted time. Any time remaining on the clock when you
time.
finish a block gets added to your remaining break time. Once a new question
block has been started, you may not take a break until you have reached the
end of that block. If you do so, this will be recorded as an “unauthorized
break” and will be reported on your final score report.
Finally, be aware that it may take a few minutes of your break time to “check
out” of the secure resting room and then “check in” again to resume testing,
so plan accordingly. The “check-in” process may include fingerprints, pocket
checks, and metal detector scanning. Some students recommend pocketless
clothing on exam day to streamline the process.

If I Freak Out and Leave, What Happens to My Score?
Your scheduling permit shows a CIN that you will need to enter to start your
exam. Entering the CIN is the same as breaking the seal on a test book,
and you are considered to have started the exam when you do so. However,
no score will be reported if you do not complete the exam. In fact, if you
leave at any time from the start of the test to the last block, no score will be
reported. The fact that you started but did not complete the exam, however,
will appear on your USMLE score transcript. Even though a score is not
posted for incomplete tests, examinees may still get an option to request that
their scores be calculated and reported if they desire; unanswered questions
will be scored as incorrect.
The exam ends when all question blocks have been completed or when their
time has expired. As you leave the testing center, you will receive a printed
test-completion notice to document your completion of the exam. To receive
an official score, you must finish the entire exam.
What Types of Questions Are Asked?
`` Nearly three fourths of Step 1 questions begin

All questions on the exam are one-best-answer multiple choice items. Most
with a description of a patient.
questions consist of a clinical scenario or a direct question followed by a list of
five or more options. You are required to select the single best answer among
the options given. There are no “except,” “not,” or matching questions on the
exam. A number of options may be partially correct, in which case you must
select the option that best answers the question or completes the statement.
Additionally, keep in mind that experimental questions may appear on the
exam, which do not affect your score.
How Is the Test Scored?
Each Step 1 examinee receives an electronic score report that includes the
examinee’s pass/fail status, a three-digit test score, and a graphic depiction
of the examinee’s performance by discipline and organ system or subject
area. The actual organ system profiles reported may depend on the statistical
characteristics of a given administration of the examination.
The USMLE score report is divided into two sections: performance by

discipline and performance by organ system. Each of the questions (minus
experimental questions) is tagged according to any or all relevant content
areas. Your performance in each discipline and each organ system is
represented by a line of X’s, where the width of the line is related to the
confidence interval for your performance, which is often a direct consequence
of the total number of questions for each discipline/system. If any lines have
an asterisk (*) at the far right, this means your performance was exemplary
in that area—not necessarily representing a perfect score, but often close to
it (see Figure 1).
The NBME provides a three-digit test score based on the total number
of items answered correctly on the examination, which corresponds to a

F I G U R E 1 . Sample USMLE Step 1 Performance Profile.
particular percentile (see Figure 2). Your three-digit score will be qualified by
the mean and standard deviation of US and Canadian medical school first-
time examinees. The translation from the lines of X’s and number of asterisks
you receive on your report to the three-digit score is unclear, but higher three-
digit scores are associated with more asterisks.
`` The mean Step 1 score for US medical
Since some questions may be experimental and are not counted, it is possible
students continues to rise, from 200 in 1991
to get different scores for the same number of correct answers. In 2017, the
to 229 in 2017.
mean score was 229 with a standard deviation of 20.
The passing score for Step 1 changed from 192 to 194. This change is effective
as of January 1, 2018. The NBME does not report the minimum number of
correct responses needed to pass, but estimates that it is roughly 60–70%. The
NBME may adjust the minimum passing score in the future, so please check
the USMLE website or www.firstaidteam.com for updates.
According to the USMLE, medical schools receive a listing of total scores

and pass/fail results plus group summaries by discipline and organ system.
Students can withhold their scores from their medical school if they wish.
Official USMLE transcripts, which can be sent on request to residency
programs, include only total scores, not performance profiles.

F I G U R E 2 . Score and Percentile for First-time Step 1 Takers.
100
80
Percentile
60
40
Minimum
passing score
20
0
150 175 200 225 250 275 300
USMLE Step 1 Score

N=71,104 including US and Canadian medical school students testing between January 1, 2015–December 31, 2017.
www.usmle.org. Accessed September 20, 2018.
Consult the USMLE website or your medical school for the most current and
accurate information regarding the examination.
What Does My Score Mean?
The most important point with the Step 1 score is passing versus failing.
Passing essentially means, “Hey, you’re on your way to becoming a fully
licensed doc.” As Table 1 shows, the majority of students pass the exam, so
remember, we told you to relax.
T A B L E 1 . Passing Rates for the 2016–2017 USMLE Step 1.2

2016 2017
No. Tested % Passing No. Tested % Passing
Allopathic 1st takers 20,122 96% 20,353 96%
Repeaters 1,000 64% 1,029 67%
Allopathic total 21,122 94% 21,382 94%
Osteopathic 1st takers 3,398 94% 3,786 95%
Repeaters 56 75% 49 76%
Osteopathic total 3,454 93% 3,835 95%
Total US/Canadian 24,576 94% 25,217 94%
IMG 1st takers 15,031 78% 14,900 78%
Repeaters 2,575 39% 2,303 41%
IMG total 17,606 72% 17,203 73%
Total Step 1 examinees 42,182 85% 42,420 85%

Beyond that, the main point of having a quantitative score is to give you a sense T A B L E 2 . CBSE to USMLE Score
of how well you’ve done on the exam and to help schools and residencies rank Prediction.
their students and applicants, respectively. CBSE Step 1
Score Equivalent
≥ 94 ≥ 260
Official NBME/USMLE Resources
92 255
The NBME offers a Comprehensive Basic Science Examination (CBSE) for 90 250
practice that is a shorter version of the Step 1. The CBSE contains four blocks of
88 245
50 questions each and covers material that is typically learned during the basic
science years. Scores range from 45 to 95 and correlate with a Step 1 equivalent 86 240
(see Table 2). The standard error of measurement is approximately 3 points, 84 235
meaning a score of 80 would estimate the student’s proficiency is somewhere 82 230
between 77 and 83. In other words, the actual Step 1 score could be predicted 80 225
to be between 218 and 232. Of course, these values do not correlate exactly, 78 220
and they do not reflect different test preparation methods. Many schools use
76 215
this test to gauge whether a student is expected to pass Step 1. If this test is
offered by your school, it is usually conducted at the end of regular didactic time 74 210
before any dedicated Step 1 preparation. If you do not encounter the CBSE 72 205
before your dedicated study time, you need not worry about taking it. Use the 70 200
information to help set realistic goals and timetables for your success. 68 195
The NBME also offers six forms of Comprehensive Basic Science Self- 66 190
Assessment (CBSSA). Students who prepared for the exam using this web- 64 185
based tool reported that they found the format and content highly indicative of 62 180
questions tested on the actual exam. In addition, the CBSSA is a fair predictor 60 175
of USMLE performance (see Table 3). The test interface, however, does not
58 170
match the actual USMLE test interface, so practicing with these forms alone
is not advised. 56 165
54 160
The CBSSA exists in two formats: standard-paced and self-paced, both of 52 155
which consist of four sections of 50 questions each (for a total of 200 multiple
50 150
choice items). The standard-paced format allows the user up to 75 minutes
to complete each section, reflecting time limits similar to the actual exam. 48 145
By contrast, the self-paced format places a 4:20 time limit on answering all 46 140
multiple choice questions. Every few years, a new form is released and an ≤ 44 ≤ 135
older one is retired, reflecting changes in exam content. Therefore, the newer
exams tend to be more similar to the actual Step 1, and scores from these
exams tend to provide a better estimation of exam day performance.
Keep in mind that this bank of questions is available only on the web. The
NBME requires that users log on, register, and start the test within 30 days of
registration. Once the assessment has begun, users are required to complete
the sections within 20 days. Following completion of the questions, the
CBSSA provides a performance profile indicating the user’s relative strengths
and weaknesses, much like the report profile for the USMLE Step 1 exam.
The profile is scaled with an average score of 500 and a standard deviation of
`` Practice questions may be easier than the
100. In addition to the performance profile, examinees will be informed of the
actual exam.
number of questions answered incorrectly. You will have the ability to review
the text of the incorrect question with the correct answer. Explanations for

T A B L E 3 . CBSSA to USMLE Score

the correct answer, however, will not be provided. The NBME charges $60
Prediction. for assessments with expanded feedback. The fees are payable by credit card
CBSSA Approximate or money order. For more information regarding the CBSE and the CBSSA,
Score USMLE Step 1 Score visit the NBME’s website at www.nbme.org.
150 155
The NBME scoring system is weighted for each assessment exam. While
200 165 some exams seem more difficult than others, the score reported takes into
250 175 account these inter-test differences when predicting Step 1 performance. Also,
300 186 while many students report seeing Step 1 questions “word-for-word” out of the
350 196 assessments, the NBME makes special note that no live USMLE questions are
shown on any NBME assessment.
400 207
450 217 Lastly, the International Foundations of Medicine (IFOM) offers a Basic
500 228 Science Examination (BSE) practice exam at participating Prometric test
centers for $200. Students may also take the self-assessment test online for
550 238
$35 through the NBME’s website. The IFOM BSE is intended to determine
600 248
an examinee’s relative areas of strength and weakness in general areas of basic
650 259 science—not to predict performance on the USMLE Step 1 exam—and the
700 269 content covered by the two examinations is somewhat different. However,
750 280 because there is substantial overlap in content coverage and many IFOM
800 290 items were previously used on the USMLE Step 1, it is possible to roughly
project IFOM performance onto the USMLE Step 1 score scale. More
information is available at http://www.nbme.org/ifom/.
DEFINING YOUR GOAL

``
It is useful to define your own personal performance goal when approaching

the USMLE Step 1. Your style and intensity of preparation can then be
matched to your goal. Furthermore, your goal may depend on your school’s
requirements, your specialty choice, your grades to date, and your personal
assessment of the test’s importance. Do your best to define your goals early so
that you can prepare accordingly.
The value of the USMLE Step 1 score in selecting residency applicants

`` Some competitive residency programs place
remains controversial, and some have called for less emphasis to be placed
more weight on Step 1 scores when choosing
on the score when selecting or screening applicants.3 For the time being,
candidates to interview.
however, it continues to be an important part of the residency application, and
it is not uncommon for some specialties to implement filters that screen out
applicants who score below a certain cutoff. This is more likely to be seen in
competitive specialties (eg, orthopedic surgery, ophthalmology, dermatology,
`` Fourth-year medical students have the best otolaryngology). Independent of your career goals, you can maximize your
feel for how Step 1 scores factor into the future options by doing your best to obtain the highest score possible (see
residency application process. Figure 3). At the same time, your Step 1 score is only one of a number of
factors that are assessed when you apply for residency. In fact, many residency
programs value other criteria such as letters of recommendation, third-year
clerkship grades, honors, and research experience more than a high score
on Step 1. Fourth-year medical students who have recently completed the
residency application process can be a valuable resource in this regard.

F I G U R E 3 . Median USMLE Step 1 Score by Specialty for Matched US Seniors.a,b
260
250 248 248 249 249
246 245 247 245
240 240
236 235 236
233 232 233 233 233
230 230 231
226 225 227
220 220
210
200
190
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aVertical lines show interquartile range.
bData from National Resident Matching Program. Charting outcomes in the match. http://www.nrmp.org/wp-content/uploads/2018/06/Charting-Outcomes-in-the-Match-2018-Seniors.pdf. Published July 2018. Accessed October 1, 2018.
LEARNING STRATEGIES
``
Many students feel overwhelmed during the preclinical years and struggle to
find an effective learning strategy. Table 4 lists several learning strategies you
can try and their estimated effectiveness for Step 1 preparation based on the
literature (see References). These are merely suggestions, and it’s important
to take your learning preferences into account. Your comprehensive learning
approach will contain a combination of strategies (eg, elaborative interrogation
followed by practice testing, mnemonics review using spaced repetition, etc). `` The foundation of knowledge you build
Regardless of your choice, the foundation of knowledge you build during your during your basic science years is the most
basic science years is the most important resource for success on the USMLE important resource for success on the USMLE
Step 1. Step 1.
HIGH EFFICACY
Practice Testing
Also called “retrieval practice,” practice testing has both direct and indirect
benefits to the learner.4 Effortful retrieval of answers does not only identify
weak spots—it directly strengthens long-term retention of material.5 The
more effortful the recall, the better the long-term retention. This advantage `` Research has shown a positive correlation
has been shown to result in higher test scores and GPAs.6 In fact, research between the number of boards-style practice
has shown a positive correlation between the number of boards-style practice questions completed and Step 1 scores
questions completed and Step 1 scores among medical students.7 among medical students.
Practice testing should be done with “interleaving” (mixing of questions

from different topics in a single session). Question banks often allow you to
intermingle topics. Interleaved practice helps learners develop their ability to
focus on the relevant concept when faced with many possibilities. Practicing
topics in massed fashion (eg, all cardiology, then all dermatology) may seem
intuitive, but there is strong evidence that interleaving correlates with longer-

TA B L E 4 . Effective Learning Strategies.

EFFICACY STRATEGY EXAMPLE RESOURCES
High efficacy Practice testing UWorld Qbank
NBME Self-Assessments
USMLE-Rx QMax
Kaplan Qbank
Distributed practice USMLE-Rx Flash Facts
Anki
Firecracker
Memorang
Osmosis
Moderate Mnemonics Pre-made:
efficacy SketchyMedical
Picmonic
Self-made:
Mullen Memory
Elaborative interrogation/
self-explanation
Concept mapping Coggle
FreeMind
XMind
MindNode
Low efficacy Rereading
Highlighting/underlining
Summarization
term retention and increased student achievement, especially on tasks that

involve problem solving.5
In addition to using question banks, you can test yourself by arranging your
notes in a question-answer format (eg, via flash cards). Testing these Q&As in
random order allows you to reap the benefit of interleaved practice. Bear in
mind that the utility of practice testing comes from the practice of information
retrieval, so simply reading through Q&As will attenuate this benefit.
Distributed Practice
Also called “spaced repetition,” distributed practice is the opposite of massed

practice or “cramming.” Learners review material at increasingly spaced out
intervals (days to weeks to months). Massed learning may produce more short-
term gains and satisfaction, but learners who use distributed practice have
better mastery and retention over the long term.5,9
Flash cards are a simple way to incorporate both distributed practice and
practice testing. Studies have linked spaced repetition learning with flash cards

to improved long-term knowledge retention and higher exam scores.6,8,10 `` Studies have linked spaced repetition
Apps with automated spaced-repetition software (SRS) for flash cards exist learning with flash cards to improved long-
for smartphones and tablets, so the cards are accessible anywhere. Proceed term knowledge retention and higher exam
with caution: there is an art to making and reviewing cards. The ease of scores.
quickly downloading or creating digital cards can lead to flash card overload
(it is unsustainable to make 50 flash cards per lecture!). Even at a modest
pace, the thousands upon thousands of cards are too overwhelming for Step
1 preparation. Unless you have specific high-yield cards (and have checked
the content with high-yield resources), stick to pre-made cards by reputable
sources that curate the vast amount of knowledge for you.
If you prefer pen and paper, consider using a planner or spreadsheet to

organize your study material over time. Distributed practice allows for some
forgetting of information, and the added effort of recall over time strengthens
the learning.
MODERATE EFFICACY
Mnemonics
A “mnemonic” refers to any device that assists memory, such as acronyms,

mental imagery (eg, keywords with or without memory palaces), etc. Keyword
mnemonics have been shown to produce superior knowledge retention when
compared with rote memorization in many scenarios. However, they are
generally more effective when applied to memorization-heavy, keyword-
friendly topics and may not be broadly suitable.5 Keyword mnemonics may
not produce long-term retention, so consider combining mnemonics with
distributed, retrieval-based practice (eg, via flash cards with SRS).
Self-made mnemonics may have an advantage when material is simple and

keyword friendly. If you can create your own mnemonic that accurately
represents the material, this will be more memorable. When topics are
complex and accurate mnemonics are challenging to create, pre-made
mnemonics may be more effective, especially if you are inexperienced at
creating mnemonics.11
Elaborative Interrogation/Self-Explanation
Elaborative interrogation (“why” questions) and self-explanation (general `` Elaborative interrogation and self-
questioning) prompt learners to generate explanations for facts. When reading explanation prompt learners to generate
passages of discrete facts, consider using these techniques, which have been explanations for facts, which improves recall
shown to be more effective than rereading (eg, improved recall and better and problem solving.
problem-solving/diagnostic performance).5,12,13
Concept Mapping
Concept mapping is a method for graphically organizing knowledge, with

concepts enclosed in boxes and lines drawn between related concepts.

Creating or studying concept maps may be more effective than other activities
(eg, writing or reading summaries/outlines). However, studies have reached
mixed conclusions about its utility, and the small size of this effect raises
doubts about its authenticity and pedagogic significance.14
LOW EFFICACY
Rereading
While the most commonly used method among surveyed students, rereading
has not been shown to correlate with grade point average.9 Due to its
popularity, rereading is often a comparator in studies on learning. Other
strategies that we have discussed (eg, practice testing) have been shown to be
significantly more effective than rereading.
Highlighting/Underlining
Because this method is passive, it tends to be of minimal value for learning

and recall. In fact, lower-performing students are more likely to use these
techniques.9 Students who highlight and underline do not learn how to
actively recall learned information and thus find it difficult to apply knowledge
to exam questions.
Summarization
While more useful for improving performance on generative measures (eg,

free recall or essays), summarization is less useful for exams that depend on
recognition (eg, multiple choice). Findings on the overall efficacy of this
method have been mixed.5
TIMELINE FOR STUDY

``
Before Starting
Your preparation for the USMLE Step 1 should begin when you enter medical
school. Organize and commit to studying from the beginning so that when
the time comes to prepare for the USMLE, you will be ready with a strong
foundation.
Make a Schedule
After you have defined your goals, map out a study schedule that is consistent
with your objectives, your vacation time, the difficulty of your ongoing
coursework, and your family and social commitments (see Figure 4). Determine
whether you want to spread out your study time or concentrate it into 14-hour
study days in the final weeks. Then factor in your own history in preparing for

F I G U R E 4 . Typical Timeline for the USMLE Step 1.
Register Schedule Typical

for test date period Expect scores
USMLE and to take 3–4 weeks
Step 1 location exam after exam
Nov Dec Jan Feb Mar Apr May June July Aug Sept
`` Customize your schedule. Tackle your weakest
2017 2018
section first.
standardized examinations (eg, SAT, MCAT). Talk to students at your school

who have recently taken Step 1. Ask them for their study schedules, especially
those who have study habits and goals similar to yours. Sample schedules can
be found at https://firstaidteam.com/schedules/.
Typically, US medical schools allot between four and eight weeks for dedicated
Step 1 preparation. The time you dedicate to exam preparation will depend
on your target score as well as your success in preparing yourself during the
first two years of medical school. Some students reserve about a week at the
end of their study period for final review; others save just a few days. When
you have scheduled your exam date, do your best to adhere to it. Studies show
that a later testing date does not translate into a higher score, so avoid pushing
back your test date without good reason.15
Make your schedule realistic, and set achievable goals. Many students make `` “Crammable” subjects should be covered later
the mistake of studying at a level of detail that requires too much time for a and less crammable subjects earlier.
comprehensive review—reading Gray’s Anatomy in a couple of days is not a
realistic goal! Have one catch-up day per week of studying. No matter how
well you stick to your schedule, unexpected events happen. But don’t let
yourself procrastinate because you have catch-up days; stick to your schedule
as closely as possible and revise it regularly on the basis of your actual progress.
Be careful not to lose focus. Beware of feelings of inadequacy when comparing
study schedules and progress with your peers. Avoid others who stress you
out. Focus on a few top-rated resources that suit your learning style—not on
some obscure books your friends may pass down to you. Accept the fact that
you cannot learn it all.
You will need time for uninterrupted and focused study. Plan your personal `` Avoid burnout. Maintain proper diet, exercise,
affairs to minimize crisis situations near the date of the test. Allot an adequate and sleep habits.
number of breaks in your study schedule to avoid burnout. Maintain a healthy
lifestyle with proper diet, exercise, and sleep.
Another important aspect of your preparation is your studying environment.

Study where you have always been comfortable studying. Be sure to include
everything you need close by (review books, notes, coffee, snacks, etc). If
you’re the kind of person who cannot study alone, form a study group with
other students taking the exam. The main point here is to create a comfortable
environment with minimal distractions.

Year(s) Prior
The knowledge you gained during your first two years of medical school and
even during your undergraduate years should provide the groundwork on
which to base your test preparation. Student scores on NBME subject tests
(commonly known as “shelf exams”) have been shown to be highly correlated
`` Buy review books early (first year) and use
with subsequent Step 1 scores.16 Moreover, undergraduate science GPAs as
while studying for courses.
well as MCAT scores are strong predictors of performance on the Step 1
exam.17
We also recommend that you buy highly rated review books early in your first
year of medical school and use them as you study throughout the two years.
When Step 1 comes along, these books will be familiar and personalized to the
way in which you learn. It is risky and intimidating to use unfamiliar review
books in the final two or three weeks preceding the exam. Some students find
it helpful to personalize and annotate First Aid throughout the curriculum.
Months Prior
Review test dates and the application procedure. Testing for the USMLE Step
1 is done on a year-round basis. If you have disabilities or special circumstances,
contact the NBME as early as possible to discuss test accommodations (see the
Section I Supplement at www.firstaidteam.com/bonus).
`` Simulate the USMLE Step 1 under “real” Use this time to finalize your ideal schedule. Consider upcoming breaks and
conditions before beginning your studies. whether you want to relax or study. Work backward from your test date to
make sure you finish at least one question bank. Also add time to redo missed
or flagged questions (which may be half the bank). This is the time to build a
structured plan with enough flexibility for the realities of life.
Begin doing blocks of questions from reputable question banks under “real”
conditions. Don’t use tutor mode until you’re sure you can finish blocks in
the allotted time. It is important to continue balancing success in your normal
studies with the Step 1 test preparation process.
Weeks Prior (Dedicated Preparation)
`` In the final two weeks, focus on review,

Your dedicated prep time may be one week or two months. You should have
practice questions, and endurance. Stay
a working plan as you go into this period. Finish your schoolwork strong, take
confident!
a day off, and then get to work. Start by simulating a full-length USMLE Step
1 if you haven’t yet done so. Consider doing one NBME CBSSA and the
free questions from the NBME website. Alternatively, you could choose 7
blocks of randomized questions from a commercial question bank. Make sure
you get feedback on your strengths and weaknesses and adjust your studying
accordingly. Many students study from review sources or comprehensive
programs for part of the day, then do question blocks. Also, keep in mind that
reviewing a question block can take upward of two hours. Feedback from
CBSSA exams and question banks will help you focus on your weaknesses.

One Week Prior
Make sure you have your CIN (found on your scheduling permit) as well
as other items necessary for the day of the examination, including a current
driver’s license or another form of photo ID with your signature (make sure the
name on your ID exactly matches that on your scheduling permit). Confirm
the Prometric testing center location and test time. Work out how you will
get to the testing center and what parking and traffic problems you might
encounter. Drive separately from other students taking the test on the same
day, and exchange cell phone numbers in case of emergencies. If possible,
visit the testing site to get a better idea of the testing conditions you will face. `` One week before the test:
Determine what you will do for lunch. Make sure you have everything you Sleep according to the same schedule you’ll
need to ensure that you will be comfortable and alert at the test site. It may be use on test day
beneficial to adjust your schedule to start waking up at the same time that you Review the CBT tutorial one last time
will on your test day. And of course, make sure to maintain a healthy lifestyle Call Prometric to confirm test date and time
and get enough sleep.
One Day Prior
Try your best to relax and rest the night before the test. Double-check your
admissions and test-taking materials as well as the comfort measures discussed
earlier so that you will not have to deal with such details on the morning of
the exam. At this point it will be more effective to review short-term memory
material that you’re already familiar with than to try to learn new material.
The Rapid Review section at the end of this book is high yield for last-minute
studying. Remember that regardless of how hard you have studied, you cannot
know everything. There will be things on the exam that you have never even
seen before, so do not panic. Do not underestimate your abilities.
Many students report difficulty sleeping the night prior to the exam. This is
often exacerbated by going to bed much earlier than usual. Do whatever it
takes to ensure a good night’s sleep (eg, massage, exercise, warm milk, no
back-lit screens at night). Do not change your daily routine prior to the exam.
Exam day is not the day for a caffeine-withdrawal headache.
Morning of the Exam

`` No notes, books, calculators, pagers, cell
On the morning of the Step 1 exam, wake up at your regular time and phones, recording devices, or watches of any
eat a normal breakfast. If you think it will help you, have a close friend or kind are allowed in the testing area, but they
family member check to make sure you get out of bed. Make sure you have are allowed in lockers.
your scheduling permit admission ticket, test-taking materials, and comfort
measures as discussed earlier. Wear loose, comfortable clothing. Plan for a
variable temperature in the testing center. Arrive at the test site 30 minutes
before the time designated on the admission ticket; however, do not come too
early, as doing so may intensify your anxiety. When you arrive at the test site,
the proctor should give you a USMLE information sheet that will explain
critical factors such as the proper use of break time. Seating may be assigned,
but ask to be reseated if necessary; you need to be seated in an area that

`` Arrive at the testing center 30 minutes before will allow you to remain comfortable and to concentrate. Get to know your
your scheduled exam time. If you arrive testing station, especially if you have never been in a Prometric testing center
more than half an hour late, you will not be before. Listen to your proctors regarding any changes in instructions or testing
allowed to take the test. procedures that may apply to your test site.
Finally, remember that it is natural (and even beneficial) to be a little nervous.

Focus on being mentally clear and alert. Avoid panic. When you are asked
to begin the exam, take a deep breath, focus on the screen, and then begin.
Keep an eye on the timer. Take advantage of breaks between blocks to stretch,
maybe do some jumping jacks, and relax for a moment with deep breathing
or stretching.
After the Test
After you have completed the exam, be sure to have fun and relax regardless
of how you may feel. Taking the test is an achievement in itself. Remember,
you are much more likely to have passed than not. Enjoy the free time you
have before your clerkships. Expect to experience some “reentry” phenomena
as you try to regain a real life. Once you have recovered sufficiently from the
test (or from partying), we invite you to send us your feedback, corrections,
and suggestions for entries, facts, mnemonics, strategies, resource ratings, and
the like (see p. xvii, How to Contribute). Sharing your experience will benefit
fellow medical students and IMGs.
STUDY MATERIALS
``
Quality Considerations
Although an ever-increasing number of review books and software are now

available on the market, the quality of such material is highly variable. Some
common problems are as follows:
Certain review books are too detailed to allow for review in a reasonable
amount of time or cover subtopics that are not emphasized on the exam.
Many sample question books were originally written years ago and have
not been adequately updated to reflect recent trends.
Some question banks test to a level of detail that you will not find on the
exam.
`` If a given review book is not working for you,
stop using it no matter how highly rated it Review Books
may be or how much it costs.
In selecting review books, be sure to weigh different opinions against each
other, read the reviews and ratings in Section IV of this guide, examine the
books closely in the bookstore, and choose carefully. You are investing not
only money but also your limited study time. Do not worry about finding
the “perfect” book, as many subjects simply do not have one, and different
students prefer different formats. Supplement your chosen books with personal
notes from other sources, including what you learn from question banks.

There are two types of review books: those that are stand-alone titles and `` Charts and diagrams may be the best
those that are part of a series. Books in a series generally have the same style, approach for physiology and biochemistry,
and you must decide if that style works for you. However, a given style is not whereas tables and outlines may be
optimal for every subject. preferable for microbiology.
You should also find out which books are up to date. Some recent editions
reflect major improvements, whereas others contain only cursory changes.
Take into consideration how a book reflects the format of the USMLE Step 1.
Apps
With the explosion of smartphones and tablets, apps are an increasingly

popular way to review for the Step 1 exam. The majority of apps are
compatible with both iOS and Android. Many popular Step 1 review resources
(eg, UWorld, USMLE-Rx) have apps that are compatible with their software.
Many popular web references (eg, UpToDate) also now offer app versions.
All of these apps offer flexibility, allowing you to study while away from a
computer (eg, while traveling).
Practice Tests
Taking practice tests provides valuable information about potential strengths

and weaknesses in your fund of knowledge and test-taking skills. Some
students use practice examinations simply as a means of breaking up the
`` Most practice exams are shorter and less
monotony of studying and adding variety to their study schedule, whereas
clinical than the real thing.
other students rely almost solely on practice. You should also subscribe to one
or more high-quality question banks. In addition, students report that many
current practice-exam books have questions that are, on average, shorter and
less clinically oriented than those on the current USMLE Step 1.
Additionally, some students preparing for the Step 1 exam have started to
incorporate case-based books intended primarily for clinical students on the
wards or studying for the Step 2 CK exam. First Aid Cases for the USMLE
Step 1 aims to directly address this need.
After taking a practice test, spend time on each question and each answer
choice whether you were right or wrong. There are important teaching points
in each explanation. Knowing why a wrong answer choice is incorrect is just
as important as knowing why the right answer is correct. Do not panic if `` Use practice tests to identify concepts and
your practice scores are low as many questions try to trick or distract you to areas of weakness, not just facts that you
highlight a certain point. Use the questions you missed or were unsure about missed.
to develop focused plans during your scheduled catch-up time.
Textbooks and Course Syllabi
Limit your use of textbooks and course syllabi for Step 1 review. Many
textbooks are too detailed for high-yield review and include material that
is generally not tested on the USMLE Step 1 (eg, drug dosages, complex
chemical structures). Syllabi, although familiar, are inconsistent across

medical schools and frequently reflect the emphasis of individual faculty,

which often does not correspond to that of the USMLE Step 1. Syllabi also
tend to be less organized than top-rated books and generally contain fewer
diagrams and study questions.
TEST-TAKING STRATEGIES
``
`` Practice! Develop your test-taking skills and

Your test performance will be influenced by both your knowledge and your
strategies well before the test date.
test-taking skills. You can strengthen your performance by considering each
of these factors. Test-taking skills and strategies should be developed and
perfected well in advance of the test date so that you can concentrate on the
test itself. We suggest that you try the following strategies to see if they might
work for you.
Pacing
You have seven hours to complete up to 280 questions. Note that each one-
hour block contains up to 40 questions. This works out to approximately 90
seconds per question. We recommend following the “1 minute rule” to pace
yourself. Spend no more than 1 minute on each question. If you are still
unsure about the answer after this time, mark the question, make an educated
guess, and move on. Following this rule, you should have approximately 20
minutes left after all questions are answered, which you can use to revisit all of
your marked questions. Remember that some questions may be experimental
and do not count for points (and reassure yourself that these experimental
questions are the ones that are stumping you). In the past, pacing errors have
`` Time management is an important skill for
been detrimental to the performance of even highly prepared examinees. The
exam success.
bottom line is to keep one eye on the clock at all times!
Dealing with Each Question
There are several established techniques for efficiently approaching

multiple choice questions; find what works for you. One technique begins
with identifying each question as easy, workable, or impossible. Your goal
should be to answer all easy questions, resolve all workable questions in a
reasonable amount of time, and make quick and intelligent guesses on all
impossible questions. Most students read the stem, think of the answer, and
turn immediately to the choices. A second technique is to first skim the
answer choices to get a context, then read the last sentence of the question
(the lead-in), and then read through the passage quickly, extracting only
information relevant to answering the question. This can be particularly
helpful for questions with long clinical vignettes. Try a variety of techniques
on practice exams and see what works best for you. If you get overwhelmed,
remember that a 30-second time out to refocus may get you back on track.

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Secdocument - 666download First Aid For The Usmle Step 1 2019 Twenty Ninth Edition Tao Le Full Chapter

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First Aid for the USMLE Step 1 2019,

Twenty-Ninth Edition Tao Le

MATTHEW SOCHAT, MD JORDAN ABRAMS

YASH CHAVDA, DO MEHBOOB KALANI, MD

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eBook conversion by codeMantra

In memory of Tai Le who blessed us all

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Contributing Authors vii General Acknowledgments xiii

Introduction 2 Test-Taking Strategies 22

How to Use the Database 30 Pathology 205

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MAJED H. ALGHAMDI, MBBS PRASHANK SHREE NEUPANE, MBBS

HUMOOD BOQAMBAR, MB BCh BAO ERIKA J. PARISI, MD

Image and Illustration Team

MATTHEW HO ZHI GUANG RENATA VELAPATIÑO, MD

VICTOR JOSE MARTINEZ LEON, MD ALIREZA ZANDIFAR, MD

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HUZAIFA AHMAD, MBBS VASILY OVECHKO

JESSE CHAIT BASHAR RAMADAN, MBBS

ANUP CHALISE, MBBS ROSHUN D. SANGANI

SCOTT MOORE, DO GANNAT SHALAN

Image and Illustration Team

BENJAMIN F. COMORA, DO, MBA PARTH R. JANI, MBBS

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MEESHA AHUJA, MD SHIVANI VERMA CHMURA, MD

DIANA ALBA, MD PETER V. CHIN-HONG, MD

MARK A.W. ANDREWS, PhD BRADLEY COLE, MD

MARIA ANTONELLI, MD LINDA S. COSTANZO, PhD

HERMAN SINGH BAGGA, MD ANTHONY L. DeFRANCO, PhD

SHIN C. BEH, MD CHARLES S. DELA CRUZ, MD, PhD

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SHIREEN MADANI SIMS, MD

GERALD LEE, MD RICHARD P. USATINE, MD

KACHIU C. LEE, MD, MPH J. MATTHEW VELKEY, PhD

WARREN LEVINSON, MD, PhD BRIAN WALCOTT, MD

PETER MARKS, MD, PhD TISHA WANG, MD

DOUGLAS A. MATA, MD, MPH SYLVIA WASSERTHEIL-SMOLLER, PhD

VICKI M. PARK, PhD, MS ADAM WEINSTEIN, MD

SOROUSH RAIS-BAHRAMI, MD ABHISHEK YADAV, MBBS, MSc

SASAN SAKIANI, MD KRISTAL YOUNG, MD

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 Study and test-taking strategies for the USMLE Step 1

 New facts, mnemonics, diagrams, and clinical images

 High-yield topics that may appear on future Step 1 exams

Alternatively, you can email us at: firstaid@scholarrx.com.

FAS1_2019_00_Frontmatter_i-xxii.indd 17 10/26/18 10:22 AM

JOIN THE FIRST AID TEAM

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* = Included in the Biochemical Profile (SMA-12)

Blood, Plasma, Serum Reference Range SI Reference Intervals

*Alanine aminotransferase (ALT, GPT at 30°C) 8–20 U/L 8­–20 U/L

FAS1_2019_00_Frontmatter_i-xxii.indd 20 10/26/18 10:22 AM

Glucose 40–70 mg/dL 2.2–3.9 mmol/L

Study and test-taking strategies for the USMLE Step 1

New facts, mnemonics, diagrams, and clinical images

High-yield topics that may appear on future Step 1 exams

*Alanine aminotransferase (ALT, GPT at 30°C) 8–20 U/L 8–20 U/L

“I don’t love studying. I hate studying. I like learning. Learning is ``Introduction2

Starting to study (including First Aid) too late

15 minutes Tutorial (skip if familiar with test format and features)