Step 1 - online tutor

[micropticMS4]

I'm a medical student at an US allopathic medical school available for USMLE Step 1 tutoring via Skype (or another online application if you prefer).

My step 1 score was 270+ (I will send the score report once we start communicating) with higher performance in all the test subjects. I have 2 years worth of tutoring experience.

During the sessions, we can review UWorld questions, go over basic science subjects, talk about how to approach specific questions, etc. The rate is $1 for the first 30 minutes. This is to make sure that you get a good sense of whether online tutoring works for you. If you choose to go forward with additional sessions, we will do $30 an hour.

The rate above is much cheaper than what some of the other private companies charge. Classroom sessions with companies such as Kaplan and Falcon can run >3k and individual sessions with companies such as Med School Tutors can be >$150/hr.

Feel free to message me if you are interested! Thank you!

[petercole]

Hi,
As you mentioned that you have many years experience in USMLE then why you don't make your profile on well reputed online tutoring portals which give opportunity to tutors for making their professional profile with skills and start tutoring like Solution Inn which has a page "become a tutor" visit it.
You can not only earn money but also make your reputation and name in online tutoring.

[shomamalhotra]

Long Island, New York 11801-2111 (“Online: Anywhere…Anytime…”)
Sms or phone: five one six three four two seven three zero three ; enycity at gmail

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Usmle fora value md 8/9/2019 2:41 PM EST


Dear USMLE Applicant:

Subject: “If You Do Not Pass…You Do Not Pay…”

With a strong, 17-year- ethical/excellent-esthetic background in being a superb medical licensing exam teacher (Better Business Bureau-A rated), as well as excellent experiences both inside and outside the medical licensing examination-based setting, I am excited to offer this unique guaranteed program, detailed in the Appendix:

Upon reviewing, and experiencing the wide and vast variety of “cases,” that come to us from all seven continents, and having spent 3 years in researching all about the unique needs and circumstances of IMGs (see details on this research in ‘Prong 1’ below) your area, I was immediately attracted to the fact that IMGs are brilliant, hard-working, and all-in-all superb- clinicians (“case-taking,” and”- presenting”). They merely needed the “direction,” and the correct content, with a bit of structured schedule, and off they go…to “limitless heights…” The above, notwithstanding, I cannot take any more questions at this forum…and strongly exhort you to contact us directly for an appointment. “ No Case is Too Difficult…” Our outcomes are self-evident in that regard…further verified by our warranty…


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Appendix

USMLE Academy | Online
Long Island, New York

Project: Aimed to help International Medical Graduate (IMG)-students achieve, through a systematic online course, a successful passage of their respective United States Medical Licensing Examination (U.S.M.L.E.; a “three-step—"examination process, with each ‘step,’ being held at a different stage of medical education, as part of the overall process of obtaining United States’ medical licensure). This project employed two “prongs”, with the overall goal of increasing the probability of passage of the latter by an average matriculating student, from a pre-course probability of approximately 38%, to above 90%.

Prong 1

• Overview
• 
  
  • This “course-research and development-”-prong, aimed to develop a “General Educational System,” for U.S.M.L.E. preparation, for all student clients.
  • Formulated as a primary qualitative study design.
  • Conducted over a three-year period.
  • Employed a “teaching strategy- “focus that would help the client to systematically learn the content in a proficient manner.
  • Data or information sources for this project, generally were derived from online published studies, as well as questionnaires submitted to clients, for a preliminary three-year period.

• Methodology, per se
• 
  
  • Administered and then analyzed systematic questionnaire and survey data, as acquired from current or prospective clients.

• Outcomes, per se

• Derived three “General Educational System Areas,” of potential remedy for each client
  
  • Study content, per se, in the form of a “textbook.”
  • An “operational method,” in the form of a standardized study- schedule.
  • A question-bank for a concrete, periodic, and valid assessment of a client’s outcomes.

• Created, as the prong’s “outcome,” as directly correlated to the General Educational System Areas, a standard, outline-based-textbook. The latter required the researching writing, and editing of manuscripts—that were thereby converted into lectures—abstracts, and slide presentations, all of which ultimately served as “readily assimilable—” study aids. Additionally, the prong required the provision of a standardized—study schedule for programmatic content review, as well as a benchmark-based “U.S.M.L.E. questions’—"type question-bank.

Prong 2

• Overview

• This “client-relationship management-” prong, aimed to design a “Specific System for Client Relationship Management,” by creating correlated “insights,” “problem-solving frameworks,” and “initiative support-systems.”
• Designed as a primary qualitative, “quasi-quantitative- “study design.
• Formulated, more specifically, this “Specific System for Client Relationship Management,” in a manner that is intended to correlate directly to the client’s ongoing, “real-time-,” General Educational System Areas’-based-outcomes

• Methodology, per se
• 
  
  • Administered various “beta versions” of this system to then-current clients, and through trial-and-error, created the final version.

• Outcomes, per se

• Created an interactive system to manage a client’s “issues,” especially those related to:
  
  • The textbook
  • The standardized study- schedule.
  • The question-bank

• Created, as the prong’s definitive outcome, a system that allows for the analysis of the General Educational System-Areas’-outcomes, on an ongoing basis, as well as for the development of relevant ‘insights,’ as to exact area in which a client’s issues lie. So as to correlate to said ‘insights,’ created problem-solving frameworks, as relevant to remedying customer’s specific problems in any of the General Educational System Areas. Finally, designed initiative support-systems that correlate to the implementation of the specific problem-solving frameworks.

Overall Outcomes

• Regarding the outcomes, per se
• 
  
  • Reviewed by, on average, eight matriculating students per year, since program’s inception in 2001, with data in place since the complete program was developed in 2004, examinees that partook in:
    
    • U.S.M.L.E, step 1
    • U.S.M.L.E, step 2-Clinical Knowledge
    • U.S.M.L.E., step 3

• Achieved, overall, throughout this duration, an improvement of a mean-IMG- client’s examination-passage rate, from 38 to 98 percent.

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