Although our Medical class intake are bright and highly motivated students, they need and seek help in adapting to the differences between teaching and learning in the medical course and what they experienced at school. Even the best-achievers quickly discover that in the medical course they will not be able to learn everything presented to them, as they felt they could do with their school curriculum. Consequently, new students commonly want more (and more) guidance about the level and breadth of knowledge expected of them. To help fill this need within the 6-Yr medical Course at Imperial College London, we have developed Self-tests using the LAPT system (www.ucl.ac.uk/LAPT, Gardner-Medwin (1995)). Self-tests are a set of exercises, each on a specific course or topic within Yr1 and 2 of our 6-yr Medicine program. An important feature of the LAPT system is use of Certainty Based Marking (CBM) in which the student’s answer is marked so as to reward not only correctness, but also identification of whether they think their knowledge is secure. The mark scheme ensures honest reporting of uncertainty. See Table 1. The students easily grasp the rationale: “knowledge is knowing what I know, and what I don’t know”. It is particularly important in medicine: “As a doctor, I must recognize when I am sure enough to act, and when I need more information or help. Guessing can be a disaster for my patients.” Features for students include: *Links via BlackBoard Learn for use on personal computers or tablets, *Approximately 2,100 questions in 58 exercises that map onto the Imperial course, *Can do any number of repeat attempts, *Instant marking of each answer as it is entered, *Instant explanations of answers, *Student comments are shared, anonymous, and linked to each exercise, *Personalized spread-sheets of performance, including certainty. Features for staff include: *Many questions types can be used (SBA, EMQ, ARQ, T/F, etc.) *Summary spread-sheets of student performance, *Analysis of correctness and certainty for each question, *Editing facilities (which also can be available to students on a wiki basis), *Comments emailed to designated staff for each Self-test. Most of the Self-tests were written by students (a ‘grass-roots’ project), then checked by an academic expert. Self-tests are popular with students. Performance comparisons show that the students who do the Self-tests have better exam results than students who do not do the Self-tests.