So I'll give you one way to approach this that I found useful back when I was doing quals oh so many years ago.

This last period of time should be about synthesis rather than the acquiring of new information.

Think in terms of questions. Come up with the sorts of questions you expect to be asked and then try to answer them using your reading list. These questions should be based on conversations you've had with your "advisors" (or whatever the term for managing faculty is) and your reading. What are the major themes and issues being discussed, who discusses them and what do they say? You won't be able to predict every question but this will get you thinking in the right way and the more of this you practice (out loud, in writing, however you do it) the easier it becomes.

You want to have two or three good texts and two or three good historical examples for each "theme" or "topic". What are your go-to texts for late medieval religion? What are your three historical examples of the changes brought about by the exploration and expansion of the 15th and 16th century?

It often helps to chunk things out century by century, or theme by theme. What are the major "topics" of the 15th century, what books have you read on each topic, what are the major events and people that pertain to said topic. Same for the 16th century and so on. Then start looking at what themes remain the "same" across your categories or time periods and see how they change and compare.

Best of luck!

To build on /u/Mediaevumed's approach, I will suggest an unconventional approach--cheat.

Obviously, cheating during the exam is a terrible idea. Cheat before the exam.

Those cheat sheets that you would make to condense your information can be a good way to force yourself to rely on fewer and fewer cues to the information that you have studied. It's just an exercise: take your notecards and try to condense them down onto one notecard. The mental game of giving yourself little tricks to remember the tricky bits of your area of study can be a nice break from "real" studying and give you a new approach to the material.

I know this approach worked for me, especially when I reached burnout on the material. I liked reducing the material to a series of letters and numbers that looked like gibberish, but would instead be stuff I would get tripped up on. Pairing initials with dates or using a string of letters to keep a line of succession straight worked especially well for me. I like to give myself a number of ways of remembering the material, so having the visual "cheat sheet" in front of me sometimes spurred my memory during an exam. Writing out the sheet made it tactile for me, and I talked myself through it at the same time to give myself some audio cues. Sometimes the result looked like a grid, other times it looked like a Scrabble board (the intersections helped me remember the order of items/people sometimes).

My wife said I looked like a nutcase, but I always tested well.

Again, I would never advocate cheating during an exam. However, tricking yourself into preparing as if you were going to cheat can provide you with a new avenue to approach the material.