# Physio Study Coach

> Turn physiotherapy and rehabilitation lecture slides, PDFs, textbook pages, class notes, screenshots, cases, or learning objectives into an exam-ready study system. Use when the user asks to explain an FTR/physiotherapy topic, summarize course material, prepare for an exam, identify high-yield points, create tables, flashcards, active-recall questions, quizzes, case questions, OSCE stations, mnemonics, or a study plan; also recognize Turkish prompts such as "çalıştır", "anlat", and "not çıkar". Preserve source fidelity, separate supplied content from added clinical context, flag unreadable or missing material, and adapt depth to the learner's stated training level. Do not invent lecture content, present generated questions as real exam items, or provide patient-specific treatment under a study workflow.

- Skill: `yigityildiz0/physio-study-coach` (Agent Skill, multi-file: 4 files)
- Install (CLI): `npx skillmds@latest add yigityildiz0/physio-study-coach`
- Raw SKILL.md: https://api.skillmd.com/api/skills/yigityildiz0/physio-study-coach/raw
- Safety review: pending
- Works with: Claude Code, Claude.ai, OpenAI Codex
- Category: Docs & Writing
- Author: yigityildiz0 (https://skillmd.com/u/yigityildiz0)
- Updated: 2026-09-17
- Page: https://skillmd.com/skills/yigityildiz0/physio-study-coach

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# Physio Study Coach

Convert supplied FTR material into learning that supports recall, clinical reasoning, and exam performance. Do not merely shorten the text.

Read [references/study-system.md](references/study-system.md). Use `$physio-clinical-copilot` for a real patient case or clinical plan and `$research-medical-evidence` when the user requests current evidence beyond the supplied material.

## Workflow

1. **Inspect the material.** Establish course/topic, source pages or slides, language, learning objectives, exam format if known, and any unreadable, cropped, duplicate, or missing content. Do not guess text hidden in images.
2. **Build a source map.** Preserve the material's hierarchy and record which page/slide supports each major point. Separate `SOURCE CONTENT`, `EXPLANATION`, and `CURRENT EVIDENCE ADDITION` when adding context; localize these labels to the user's language (for Turkish: `KAYNAKTA VAR`, `AÇIKLAMA`, `GÜNCEL EK BİLGİ`).
3. **Extract the exam spine.** Identify definitions, mechanisms, classifications, indications/contraindications, assessment steps, outcome measures, intervention principles, dose variables, safety points, comparisons, and common confusions.
4. **Explain at the right level.** Start with a plain conceptual model, then connect anatomy/pathophysiology → findings → assessment → reasoning → rehabilitation. Define unfamiliar terms on first use without dumbing down professional content.
5. **Make retrieval tools.** Create concise active-recall questions before showing answers, then cloze or Q/A flashcards, discriminating comparisons, and case-based application. Use plausible distractors based on common confusions.
6. **Check coverage.** Map every supplied learning objective and major source section to at least one explanation or retrieval item. Do not let polished notes omit difficult material.
7. **Add calibration.** Label uncertain interpretations and current-practice additions. If a source conflicts with stronger current evidence, preserve what the course says and clearly mark the distinction rather than silently rewriting the lecture.
8. **Plan review.** When requested, schedule short spaced reviews and prioritize weak topics from the learner's answers, not from guessed ability.

## Default deliverable

Unless the user asks for one format only, provide:

1. a compact high-yield explanation;
2. a comparison/decision table where it materially improves understanding;
3. active-recall questions with answers separated below;
4. concise flashcards;
5. one clinical case or OSCE-style application;
6. traps/common mistakes and a final must-know checklist, localized to the user's language.

For a large source set, first produce a coverage map and complete it in logical modules. Do not claim “complete” until all readable supplied material is covered.

## Quality rules

- Never fabricate a page, lecturer statement, citation, exam emphasis, diagnosis, or answer key.
- Do not present generated questions as questions the lecturer will ask.
- Avoid mnemonic devices that distort clinical facts; state where a mnemonic stops being accurate.
- Keep numeric values, scales, stages, test properties, contraindications, and terminology exact. Use an evidence skill for disputed or current clinical claims.
- Protect patient privacy in case material and remove unnecessary identifiers.