ONC study plan

Differentiate normal from abnormal findings across the full musculoskeletal exam sequence (inspection, palpation, range of motion, strength, neurovascular) for at least 10 body regions.

Match each common diagnostic study (plain radiography, CT, MRI, bone scan, DEXA, inflammatory and bone-turnover labs) to the condition it best detects and state its limits.

Build a table of at least 30 orthopaedic special tests that lists, for each, the structure tested, the technique in one sentence, and the meaning of a positive result.

Explain how to take an orthopaedic history that captures mechanism of injury, premorbid functional baseline, and red-flag symptoms (night pain, fever, weight loss, bowel or bladder change).

Classify fractures by pattern, displacement, open versus closed status, and joint involvement, then state the management implication of each classification.

Sequence the acute response to a suspected fracture: immobilize, obtain imaging, document distal neurovascular status, and reassess for compartment compromise.

Compare nonoperative and operative strategies (cast, traction, external fixation, intramedullary nailing, plate and screw fixation) by indication and by patient factors.

Identify the earliest warning signs, typical timeline, and immediate action for compartment syndrome, fat embolism syndrome, and acute fracture-related infection.

Contrast osteoarthritis, rheumatoid arthritis, crystal arthropathy, and osteoporosis on onset, joint distribution, laboratory findings, and radiographic features.

Explain the mechanism, key monitoring parameters, and patient teaching points for NSAIDs, DMARDs, corticosteroids, bisphosphonates, and urate-lowering therapy.

Describe fracture-risk assessment and bone-health counseling for a patient with osteoporosis, including fall-prevention measures.

Demonstrate joint-protection and activity-pacing teaching for a patient with inflammatory arthritis.

Sort orthopaedic complications into immediate, early, and late categories and name the first assessment finding that signals each one.

Construct a multimodal, opioid-sparing analgesia plan for a postoperative orthopaedic patient and specify monitoring for adverse drug effects.

Apply core orthopaedic safety practices: venous thromboembolism prophylaxis, surgical-site infection prevention, wrong-site surgery prevention, and anticoagulant and transfusion safety.

Formulate an escalation response for a deteriorating orthopaedic patient presenting with sudden dyspnea, chest pain, oliguria, or new confusion.

Sequence perioperative orthopaedic care from preadmission through discharge, including skin preparation, antibiotic timing, and anesthesia considerations.

Apply the principles of cast and splint application and identify the signs of a constricting cast that require immediate intervention.

Explain traction setup parameters (skin versus skeletal traction, weight, countertraction, alignment) and the associated nursing checks.

Prepare discharge teaching for a patient going home in a cast or with an external fixator, including pin-site care and when to seek care.

Localize a spinal cord or nerve-root lesion from a described motor and sensory pattern and state the likely level.

Differentiate neurogenic from vascular claudication and distinguish cauda equina syndrome from mechanical back pain using key findings.

Perform a consistent neurovascular assessment sequence and document findings on a repeatable scale.

Write a teach-back lesson plan of 10 minutes or less for one orthopaedic self-care topic using plain language and identify rehabilitation team roles and scope boundaries.

Distinguish normal pediatric growth variants from pathology (bowleg, knock-knee, intoeing, flexible flatfoot) using age-based norms.

Compare presentation, assessment, and management priorities for developmental dysplasia of the hip, clubfoot, Legg-Calve-Perthes disease, slipped capital femoral epiphysis, scoliosis, and supracondylar fracture.

Recognize child-specific safety concerns, including growth-plate injury patterns, cast and skin care in children, and indicators of non-accidental trauma.

Adapt communication and education to both the child and the caregiver, including a school re-entry plan.

Complete one full-length timed mock examination and score it by domain to expose residual weak areas.

Re-teach the two lowest-scoring domains using original summaries followed by self-quizzing until each reaches 85%.

Rehearse rapid recall of emergency red flags and first actions across all eight domains.

Assemble a final 7-day review calendar and a test-day logistics plan.