Your Weekly EDAIC Review: Choose What to Study Next
Turn one week of EDAIC practice into three concrete priorities with a short review of coverage, recurring errors and the time available next week.
Use your weekly EDAIC review to choose the next study tasks, not to produce a longer report about the week you have finished. Look at coverage, recurring errors and what you can now explain independently. Then select a small number of priorities that fit the coming rota.
The worksheet below is our planning recommendation. It is not an official progress measure, and its labels should not be converted into a pass probability.
Gather only the evidence you need
Bring your recent question notes, a topic checklist and next week's commitments. You do not need to export every statistic. Select a few examples that show recurring problems, repaired misunderstandings and areas you have not sampled.
Keep first attempts separate from familiar reviews. Note whether sessions were open-book, interrupted or unusually short. These details explain why two percentages may not be comparable.
Use the official ESAIC preparation resources as the scope reference behind your checklist. A commercial dashboard or personal notebook can help organise learning, but neither replaces the official programme.
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Create a free account and answer EDAIC-style Part 1 MTF questions — each one graded per statement, with a full explanation.
Ask four review questions
What did I cover? What can I explain now? What still fails in unfamiliar questions? What have I not touched? Answer each with evidence rather than a mood.
“I worked hard” may be true but does not select the next task. “I can define the term but still confuse its units” does. Likewise, “I finished a chapter” records activity; explaining its central relationship without notes records a different kind of progress.
Keep one example beside each conclusion. This prevents the review from becoming an argument with your memory of the week.
Sort topics into four actions
Use repair, practise, maintain and sample. Repair means a specific misunderstanding needs correction. Practise means the concept is understood but application is inconsistent. Maintain means occasional retrieval is appropriate. Sample means you lack enough evidence to judge the topic.
These are practical action labels, not competency grades. A topic can move between them as new evidence appears. Do not treat a good result on one small set as permanent mastery.
For example, a calculations topic may need repair because the units are wrong. A definitions topic may need maintenance because you can explain it consistently. An untouched anatomy area belongs in sample, even if you feel confident from older training.
Choose three priorities
Pick one recurring repair, one coverage gap and one maintenance task. If the coming week is unusually busy, make them smaller rather than pretending normal study time is available.
Write each priority as an action and a completion condition:
| Priority | Action | Useful completion evidence |
|---|---|---|
| Repair a relationship error | Reconstruct the model and check assumptions | Explain a different example |
| Sample an untouched area | Attempt unfamiliar material | Identify a specific next task |
| Maintain a strong topic | Retrieve key distinctions without notes | Correct remaining uncertainty |
Avoid “do more questions” as the only instruction. Specify what you want those questions to reveal.
Answer an EDAIC-style question
This is one exam-format Part 1 multiple-true-false question from our bank. Mark each statement true or false, then see the worked answer.
Regarding the pathophysiology of oxygen delivery and consumption in circulatory shock:
Mark each statement true or false:
In healthy adults at rest, systemic oxygen delivery is approximately 1000 mL/min while oxygen consumption is about 250 mL/min, creating a physiological oxygen reserve.
When systemic oxygen delivery decreases, oxygen consumption immediately falls in direct proportion, indicating supply dependency at all levels of DO₂.
Cardiac output is determined by the product of heart rate and stroke volume, with stroke volume being influenced by preload, afterload, and myocardial contractility.
The unifying feature of all forms of shock, regardless of aetiology, is acute circulatory failure associated with inadequate cellular oxygen utilisation.
In septic shock, early goal-directed therapy targeting supranormal oxygen delivery values has been shown to consistently reduce mortality across all patient populations.
Reserve time for the return visit
When scheduling a repair, also schedule a later check. Without a return visit, a topic can feel resolved immediately after reading but remain untested after a delay.
Research on distributed and retrieval practice in health-professions education supports revisiting learning, while formats vary. See the systematic review. The weekly cadence here is an organisational choice, not a universally optimal scientific interval.
Do not spend the return visit copying the same explanation. Use a new prompt or reconstruct the concept from a blank page, then check accuracy.
Audit resources and unresolved claims
Look for one resource problem: an outdated recommendation, an unclear explanation or too many competing references. Choose a specific resolution task. The ESAIC reading list is a starting point; check current editions and guidance when the topic depends on them.
Keep unresolved claims visible, with a source to consult or a question to ask. Repeating them as flashcards before resolving the uncertainty makes the review less useful.
Close with a realistic calendar
Put the three actions into actual study windows, including at least one opportunity for mixed practice. Leave room for calls, teaching and recovery instead of allocating every free minute on paper.
At the next review, ask whether those actions changed your reasoning. Completed tasks without better understanding may need redesign; an unfinished task may simply have been too large.
For wider scheduling, see studying for EDAIC around on calls. Use the AnesCORE question bank to gather the next week's evidence, then let your review turn that evidence into the next concrete action.
Sources
- ESAIC: How to prepare for the exam
- Trumble et al.: Distributed and retrieval practice in health professions education
- ESAIC: Recommended reading list
Prepared with AI assistance for examination revision; this article is not a patient-care protocol or a substitute for current primary guidance. Sources checked 7 October 2026.
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