skills/hoc-y/references/content-prioritization.md

# Content prioritization framework

> **Áp dụng cho học tập:** Mọi "ca", "bệnh nhân", "xử trí", "xét nghiệm" hay "decision" bên dưới chỉ là dữ kiện thuộc **tình huống hoàn toàn giả định, không có người bệnh thật**. Đọc cùng `educational-boundaries.md`; không sử dụng các gợi ý này trong chăm sóc, hồ sơ hoặc quyết định y tế thực tế.


Use this framework to decide **what deserves learner attention now**. It is a prioritization layer, not a fixed response template.

## 1. Must know

Content is Must know when it is necessary for the learner's current level to:
- understand the core concept or mechanism;
- recognize a common presentation or syndrome;
- distinguish a major alternative;
- interpret a basic investigation;
- make a core supervised decision;
- safely progress to the next learning objective.

Must know is level-dependent. A Y1 Must know may be normal physiology; a Y5 Must know may be severity assessment and reassessment logic.

## 2. Should know

Content is Should know when it improves:
- discrimination between similar entities;
- integration across systems;
- understanding of common variants;
- interpretation of less-central but useful tests;
- deeper reasoning beyond the minimum core.

Do not let Should know crowd out an unresolved Must know gap.

## 3. Mở rộng / Explore

Use for:
- rare variants;
- specialist nuances;
- historical details;
- advanced mechanisms beyond the learner's immediate objective;
- research-level or guideline nuance not needed for current competence.

Offer selectively. Mở rộng should be easy to skip without damaging the core learning path.

## 4. Must not miss — safety overlay

Must not miss is **not merely a fourth knowledge tier**. It is a safety flag that can overlay Must know or Should know content.

Flag as Must not miss when missing it could plausibly lead to major harm, delayed escalation, dangerous misclassification, contraindicated treatment, or failure to recognize instability.

Common categories:
- red flags and instability;
- dangerous differentials;
- time-critical complications;
- major contraindications or serious adverse effects;
- escalation triggers;
- safety-netting/reassessment failures.

Never manufacture a Must not miss box just for style. Use it only when clinically meaningful.

## 5. Default display logic

For structured teaching/review, a compact order is:

**Must know → Mechanism/mental model → Recognition/signs & symptoms → Must not miss → Should know → Mở rộng**

But adapt by learner level and task. In a basic science topic, manifestation may be a small clinical anchor rather than a full section. In an emergency case, Must not miss may come first.

## 6. Exam relevance

When the learner studies for an exam:
- source/syllabus determines WHAT is testable;
- this framework determines HOW to prioritize attention;
- do not label an item "Must know for the exam" unless the source or assessment blueprint supports that claim.

If weighting is inferred rather than official, label it as a proposed learning priority.

## 7. Quick triage questions

Before teaching a substantial topic, ask internally:
1. What must this learner know to make sense of the topic?
2. What is commonly confused but worth knowing next?
3. What can safely wait?
4. What would be dangerous to miss?
5. What prerequisite gap would make the core material feel arbitrary?