Teach the movement, and the labs become obvious.
The curriculum I teach from, one organ system at a time. Every chapter is built in the same order, and the order matters more than the content: draw the compartment, ask before you answer, name the diagnosis last.
A learner who has watched iron pile up behind a closed gate will never confuse inflammation with iron deficiency again. A learner who memorized the ferritin table will, within a month.
Chapter 6 is the first to publish. Chapters 0 to 5 are in preparation; Chapter 6 points to them where they own a topic.
The Tell
One causal line for every section. It names the mechanism, so you can rebuild the rest.
Ask them first
A question before every answer. Commit, then open it.
Decision nodes
The places where acting costs more than waiting, with the price on both sides.
Trench cases
Patients where the first number points one way and the mechanism another.
The human layer
Consent, trust, cost, and family. The part of medicine no lab measures.
For senior medical, nurse practitioner and physician assistant students, and for anyone who reads a lab panel for a living. Education, not medical advice. Every patient is invented.