By Week 6, what you have integrated, you should be able to teach. Where you cannot teach it cleanly, you have found a content gap your earlier weeks did not surface. This tool walks you through three teach-back attempts at three audiences and helps you see where understanding breaks. Takes 25 to 35 minutes per concept. Your work auto-saves.
Section 1, pick a single concept you think you understand well. Sections 2 through 4, write three explanations of it: to a fifth grader, to a peer in your course, and to your professor. Each level requires a different vocabulary and depth. Section 5, the breakdown. Where the explanations got hard is where the gaps are. Section 6, your gap inventory rolls up the specific things you could not explain cleanly. Those are this week's study targets.
One concept from your current course that you think you understand well. Specific beats broad. "Cardiac cycle" is too broad. "How preload affects stroke volume" is the right size. "Frank-Starling mechanism in heart failure" is also good. Pick something you have seen on past exams or expect on the next one.
Plain language only. No jargon. If you reach for a technical term, replace it with a description of what it does. The point is not to dumb down. The point is to test whether you understand the mechanism well enough to describe it without leaning on the vocabulary.
You can use technical terms now, but you must define every term you use. If you cannot define a term, you cannot use it here. The peer-level explanation is harder than the fifth-grade one because you have to bring back the vocabulary while still keeping the mechanism clear.
Now at the level you would actually be tested on. Include the mechanism. Include exceptions or edge cases. Include why it matters clinically or physiologically. This is where most gaps surface. The mechanism layer is what most rote learning misses.
Look back at the three explanations. Which level was hardest? Where did you reach for vocabulary you could not actually define? Where did the mechanism feel thin? Be honest. The gaps are the point of the exercise, not the explanations themselves.
What did you notice writing the three explanations? What surprised you? Where did the mechanism feel solid, and where did it feel thin?
Specific things you could not explain cleanly. List up to five. These are this week's content gaps. They go on top of your decision plan for the week. The Foundation gap identifier from Week 3 may be useful again here.