Acid–Base
A 30-second approach to any gas
One order of operations that turns blood-gas panic into a checklist you can run every time, even under exam pressure.
Read · 4 min
One-on-one PANCE & PANRE preparation, tutoring, and lecturing — led by a practicing internal medicine physician who teaches because he genuinely loves it. Not a course you stream alone. A rotation you go through with someone who’s done the work.
I’m Dr. Rajiv Choudhary — a board-certified internal medicine physician and hospitalist, and the person who’ll actually be sitting across from you.
Most board prep is a firehose: thousands of questions, a wall of slides, and you alone in a library hoping it sticks. I built this bootcamp around the opposite idea — one student at a time, real clinical reasoning, and a teacher who adjusts to the gaps in front of him instead of marching through a fixed syllabus.
I’ve spent years on the wards and at the lectern — guest lecturing for PA and optometry programs in Southern California — and the through-line is the same everywhere: people learn medicine fastest when someone who lives it makes it make sense. That’s the whole job here.
Nobody should face their boards alone. Bring the effort — I’ll make the medicine make sense.
No firehose. The work is targeted because it starts with data on you specifically — and ends with proof it worked.
You start with a pre-rotation diagnostic that maps your baseline across all seven systems and three levels of clinical thinking — recall, application, reasoning.
We spend our time where it counts — the systems and reasoning gaps that came back weak, taught in person with vignettes, diagrams, and the why behind every answer.
A post-rotation diagnostic — same blueprint, fresh questions — shows exactly what moved. Recall holding steady while reasoning climbs is the goal.
Whether you’re a student weeks out from boards or a program looking for a lecturer who can hold a room, there’s a way in.
The full diagnose-drill-retest rotation, one-on-one. Built around your weak spots, taught in person, with all the workbooks, vignettes, and the diagnostic included.
Inquire →Shorter, focused sessions — a single system, a topic that won’t click, or longer-term mentorship as you move from student to clinician.
Ask about sessions →Guest lectures and clinical sessions for PA and health-professions programs. High-yield, board-aligned, and built to keep a room awake.
Book a lecture →I don’t just point at someone else’s question bank. These are mine — free to use, and a fair preview of how I think about teaching.
A pre/post board diagnostic that scores you across seven systems and three thinking levels, then shows the shape of what you know in a heatmap.
Open the diagnostic →Board-aligned clinical vignettes — each with a stem, a forced pause, a collapsible answer, and a teaching pearl. The way a case should be taught.
Open the library →Short, high-yield reads on the topics students trip over most. (Sample cards — wire these to your real posts when ready.)
One order of operations that turns blood-gas panic into a checklist you can run every time, even under exam pressure.
Why II, III, and aVF should make you reach for right-sided leads before anything else — and the one drug to hold.
A clean framework for sorting the sodium — volume status first, then the lab pattern, then the fix that won’t hurt anyone.
Placeholder quotes — replace with real testimonials from your students before you publish.
Replace this with a real quote from a student — what changed for them, how the one-on-one format felt, where their scores landed.
A second short testimonial goes here. Specific beats glowing — a real moment where something finally clicked is the most convincing thing on the page.
A third quote — or a note from a program you lectured for. Keep them honest and in the student’s own words.
Tell me where you are — weeks out, a program looking for a lecturer, or just figuring out a plan. I read every message.