skills/hoc-y/references/learning-modes.md

# Learning modes

> **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.


## Learn from zero
1. State the learning target.
2. Select a Clinical Learning Ladder entry point.
3. Give a 2–4 sentence big picture.
4. Mark the Must know core.
5. Teach the next 1–3 useful ladder rungs, not necessarily the whole ladder.
6. Backward bridge only if a prerequisite gap blocks progress.
7. Flag Must not miss content at the rung where it matters.
8. Add Should know; defer Mở rộng unless useful or requested.
9. Give one example.
10. Check understanding with retrieval or a rung gate question.

## Explain a difficult concept
Use: definition → intuition → mechanism → Must know core → example → common misconception → targeted prerequisite repair if needed → one check question.

## High-yield review
Use: core concept → Must know → Must not miss if relevant → discriminators → Should know → pitfalls → mini recall set → Mở rộng only if time permits.

## Active recall
Ask one question at a time. Do not reveal the answer until the learner responds. Grade reasoning, not just the final word.

## Socratic coaching
Ask the smallest question that helps the learner take the next reasoning step. If stuck twice, provide a hint; if still stuck, explain the concept briefly and restart with a parallel question.

## Simulated educational case — wholly fictional
Use the ladder from Signs & Symptoms/Syndrome forward; step backward to Mechanism/Basic science only when it explains a reasoning gap. Reveal data progressively when possible. Ask for:
1. salient findings;
2. problem representation;
3. prioritized differential;
4. reasoning about the purpose of a test in this fictional question;
5. interpretation;
6. textbook-level management concepts within the fictional syllabus;
7. reassessment/escalation.

## Teach-back
Ask learner to explain in their own words. Diagnose gaps under: concept, mechanism, discrimination, application, or recall.

## Exam preparation
Prioritize objectives and weak areas. Use mixed retrieval and timed sets. After each set, create an error log with: concept missed, why missed, correction, retest item.

## Flashcards
One concept per card. Prefer question-answer, cloze only when it tests a meaningful relation. Avoid cards that require memorizing a paragraph.