The "Magic" of the Review

The learning aides, while helpful, DO NOT act as a substitute for attending the review class. (According to feedback we've received, the passing rate for review participants has consistently been higher than the pass rate of students who just purchased the learning aides and "studied on their own".)
During the review, other information than that found on the learning aides is also conveyed; some examples:

• Week by week, students are instructed in techniques that help them deal with the stresses of taking the boards.
• Examples of questions asked in prior boards are mentioned as the material is covered, week by week.
• As the material is covered, cross-links are established to prior material, making it all more understandable.
• Knowledge of the musculature is more thoroughly covered during the review classes, using an experiential approach.
• The group setting of the review leads to more questions and dialogue, enhancing the learning process.
• Students make contact with other review students (often from different schools), and share further knowledge in study groups that they form.
• During the second-last class, the logistics of actually taking the exam are discussed, during which time an approach is taught that helps students avoid many of the pitfalls encountered with the mechanics of the exam process.
• The last class features a "mock exam" of the state boards. This is performed under actual testing conditions, to familiarize the student with the process. This helps to dispel any remaining vestiges of "fear of the unknown" -- we've been told by our students that the actual examination day becomes much less threatening due to this approach.

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