tips on test taking: national board type questions
TRANSCRIPT
Tips on Test Taking:National Board Type Questions
James E Van Arsdall EdD
(402) 289-1359
Consultant ,Family Practice Testing
Assistant Professor, College of Pharmacy
University of Nebraska Medical Center
Educator, ATLS,
American College of Surgeons
Faculty
Metropolitan Community College
Omaha, Nebraska
Current research has clearly documented that test coaching and preparation can significantly increase test performance. The basis of this presentation is that any examination tests your skill in two basic areas:
•1. Knowledge and application of the technical material.
•2.Skill and familiarity with test taking and basic question and test types.
Review as completely as possible thetechnical material over which you are
scheduled to be tested.
S4R/QS = SurveyR = ReadR = ReciteR = (W)riteR = Review------------------------------Q = Question
Retention
Reading - 10%Hearing - 20%Seeing - 30%Seeing/Hearing - 50%Saying - 70%Saying/Doing - 90%
Characteristics of Poor Listeners
1. Avoiding experience2. Lacking interest3. Criticizing delivery
Characteristics of Poor Listeners
4. Getting too worked up5. Listening for facts only6. Outlining everything7. Faking attention
Characteristics of Poor Listeners
8. Tolerating distractions 9. Wasting thought power10. Lacking preparation
Read the directions
Check the scoring procedure
Discrimination (Discr)-1.00 to +1.00
Difficulty (Diff)
.00 to 1.00
Z-Score-1.00 or lessLower 1/3
Individual Result Sheet
• ID Code
• Number Correct.
• 1. A. (B)
• A. == Your Answer
• B == Correct Answer
Find the verbal clues
"Always" and "Never"
are rarely the correct answer.
Guess among the remaining alternatives
An alternative that says something "may" be the case
is nearly always correct, if for no other reason than that anything is possible
Is the phraseology in the stem repeated in some of
the alternatives? If so, the keyed answer is
probably among that group.
Check the grammatical connection between
the stem and the alternatives
If two alternatives are logical opposites,
or are mutually exclusive, one of them
is likely to be the correct answer
Recognize ranking and ordering
Find the modus operandi
Look for mechanical clues
When dealing with lists of numbers if one of the
numbers is displaced from an otherwise normal
progression, it is probably the keyed answer
Look for clear differences in the amount
of qualification or effort at precession
of wording
Sometimes all the information needed to
answer the question is given in the stem,
particularly if it contains two or more sentences
Often the stem of one question gives
away the answer to another question
Watch your time
Play the odds
Know the question types
Simple Multiple-Choice Questions
DIRECTIONS: Each of the questions or incomplete statements below are followed by five suggested answers or completion. Select the one that is BEST in each case and fill in the circle containing the corresponding letter on the answer sheet.
1. The most common language spoken in the United States is:
A. FrenchB. RussianC. EnglishD. DutchE. German
-- Situation Type --
DIRECTIONS: This section consists of a situation followed by a series of questions. Study the situation, select the BEST answer to each question following it, and fill in the circle containing the corresponding letter on the answer sheet.
Example
A 32 year old man was getting gasoline at a roadside service station when a car traveling at a high rate of speed hurtled from the road and crashed into the automobile which the patient vacated moments earlier. The wreck burst into flame, and while anticipating a serious explosion, the patient assisted in pulling the driver from the flaming wreckage. An elderly man who was helping the patient suffered a heart attack and died in the process, and the extricated driver died moments later.
After the patient left the scene of the disaster, he was unable to stop trembling, and maintained a marked, visible tremor for 2 months, during which time he had repetitive dreams of fighting his way out of a raging fire which occurred in various settings.
1. The most likely diagnosis is:
A. HypoehondriasisB. Anxiety HysteriaC. Traumatic NeurosisD. Phobic ReactionE. Psychophysiological Muscle
Reaction
2. The patient's repetitive dreams offighting his way out of a fire represents:
A. His attempt to master anxietyB. His pleasure is being a heroC. His recollection of childhood
incidents of playing with fireD. His wish to punish himselfE. Psychotic perseveration
Matching TypeFive-Choice Classification
DIRECTIONS: Each of the questions below consists of five lettered headings followed by a list of numbered words or phrases. For each numbered word or phrase, select the one heading which is more closely related to it and blacken the corresponding space on the answer sheet.
Example
1. Gremlin A. Ford2. Rabbit B. Buick3. Pinto C. Mercury4. Skylark D. American Motor5. Cougar E. Volkswagon
Modified Matching TypeDIRECTIONS: Each set of lettered headings below is followed by a list of numbered words or phrases. For each numbered word or phrase, fill in the circle on the answer sheet containing the letter.A. If the item is associated with A only.B. If the item is associated with B only.C. If the item is associated with both A and B.D. If the item is associated with neither A nor B.
Example
1. Oranges A. Fruit2. Strawberries B. Tree3. Apples C. Both4. Asparagus D. Neither5. Oak
Multiple True-False QuestionsDIRECTIONS: Type K: For each of the questions or incomplete statements below, ONE or MORE of the answers or completions given below is correct. On the answer sheet fill in the circle containing the letter.A. If only 1,2, and 3 are correctB. If only 1 and 3 are correctC. If only 2 and 4 are correctD. If only 4 is correctE. If all are correct
Example - Type K
1. Accessories on a new car might include:
a.1. Air conditioningb.2. Power steeringc.3. Power brakesd.4. A jet engine
If (4) is known to be correct, only (C), (D) or (E) are possible.
Which of the following are days of the week?1. Monday2. Tuesday3. Wednesday4. Thursday
A B C D E1,2,3 1,3 2,4 4 Allonly only only only
If (1) is known to be incorrect only C & D are possible.
Which of the following are seasons of the year?1. Sunday2. Fall3. Tuesday4. Spring
A B C D E1,2,3 1,3 2,4 4 Allonly only only only
Situational True-False
DIRECTIONS: The problems within this section are preceded by special directions. Each of the situations is followed by one or more true-false questions. For each of the numbered options, fill in on the answer sheet the corresponding circle containing "T" if the option is true or "F" if the option is false.
Example - Situational True-False
A two year old boy for whom you have provided medical care since his birth is brought to your office by his mother for a previously scheduled routine visit. The boy was last examined at the age of 15 months, at which time he appeared to be in his usual good health. His mother reports no interim complaints or difficulties. The boy had the following immunizations.
AGENT ADMINISTERED AT AGE
Diphtheria, Pertussis, Tetanus Vaccine
3 months, 4 months,
6 months
Oral Poliomyelitis Vaccine
3 months, 6 months
Live Rubeola (Measles) Vaccine
15 months
In your efforts to provide this child with preventive health care, appropriate actions include which of the following?
1. Give killed measles vaccine intramuscularlyT. F.
2. Perform a tuberculin skin test (PPD)T. F.
3. Give variola (small pox) vaccineT. F.
4. Give diphtheria, pertussis, tetanus boosterT. F.
5. Prescribe syrup of ipecac for home emergenciesT. F.
DIRECTIONS: Multiple True-False-Type X: Each of the items below is a multiple true-false item which consists of a stem and four or five lettered options. The circle bearing either "T" or "F" is filled in for EACH lettered option.
Example - Multiple True-False-Type X
1. Organs of the gastrointestinal system include the:
A. StomachB. SpleenC. GallbladderD. EsophagusE. Colon
Special Requirement for Type X Questions
Type X questions require a special answer sheet which allows individuals to receive partial credit by answering T or F for each lettered option. This answer sheet looks like the example below:1.
A. T. F.B. T. F.C. T. F.D. T. F.E. T. F.
Listen to others who have taken or designed the actual examination.
Visit the American Board of Family Practice Web Site at:
https://www.abfp.org/index.aspx
http://www.familypractice.com/
Visit the National Commission on Certification of Physician Assistants Web Site at:
http://www.nccpa.net
Reduce Test Anxiety!
Nutrition and Memory
Choline Green leafy vegetables Improves memory
Vitamin B12 Dairy products, fish, meats
Deficiency impairs memory and concentration
Vitamin B1 (Thiamine)
Wheat germ, green leafy vegetables, lean meats
Need for good memory
Vitamin B6 Brewer’s yeast, bananas, peanuts, poultry
Needed for concentration
Nutrition and MemoryVitamin C Citrus fruits, tomatoes,
broccoli, green peppersRemoves toxins; reduces stress; helps concentration
Calcium Dairy products, green leafy vegetables
Deficiency impairs memory
Physical Exercise Running, jogging, walking, swimming
Reduces stress; improves memory by increasing the oxygen flow to brain
Relaxation Exercise Deep breathing Reduces stress; increases oxygen to brain; improves concentration
Super Learning MethodsGeorgi Lozanov (Bulgarian Physician)
1. Relaxation2. Visualization3. Joy of Learning - Positive Thinking4. Breathing with Baroque Largo Music
(60 beats per minute)5. Review
Imagination
Association
Two Principles of Perfect Memory
WordsOrder
SequenceNumber
Left Brain
ColorRhythm
DimensionDaydreaming
Right Brain
Summary and ConclusionTips
Try Mindtools Web Site to Improve Your memory.
http://www.mindtools.com
Guiding Principles of Education - Definition of LearningYou are the Instructor
Learning is a product of what learners already know, the information they encounter, and what they do as they learn.
Guiding Principles of EducationYou Are the Instructor
Learning is created out of the learners' points of view, their knowledge, their approaches to learning, and the information they experience.
Guiding Principles of EducationYou are the Instructor
It is not so much knowledge and skill acquisition as it is the learners' ability to construct meaning. Knowledge is created, not simply acquired, and the search for meaning is the engine that drives the learning process
Guiding PrinciplesYou are the Instructor
Students should be active participants in the learning process. They should be given opportunities to question, probe, and interact with their instructors and other students. The ultimate goal is to have the student gain a personal understanding of the subject and how the knowledge and skills learned apply to practical situations.
Guiding PrinciplesYou are the Instructor
Courses should provide a "real-life" context for the presentation of course content. This means that presentations, discussions, and stations should all reflect reality, using case scenarios, role modeling and simulation, and problem based learning. Students should interact not only with one another and their instructors, but with the material they are learning in a course.
Guiding PrinciplesYou Are the Instructor
Students know much about content and skills prior to their taking the course. This basic knowledge should be the framework for the course. Instructors should build on this framework of knowledge during the student course, enabling students to take what they already know and enhance it through the experiences of the course.
Guiding PrinciplesYou Are the Instructor
Some detailed information about content must be given to students in a "lecture" format; however, this should be done in an interactive way. This involves questioning students to elicit information about their past practices and knowledge, sharing information about cases they have managed that relate to the topic of the presentation, and engaging students in conversation and discussion, while accomplishing the objectives of each presentation.
Guiding PrinciplesYou Are the Instructor
Teaching must be "case-based." Psychomotor skills should be taught in the context of whole person. Students should be given ample opportunity to interact among themselves and with the instructor at each skills station, to discuss, and "role play" through scenarios. The primary goal should be to show the relationship between the skills learned and the ultimate successful management of a real life situation.
Guiding PrinciplesYou are the Instructor
Instructors should evaluate student participation, knowledge and skill throughout the course and provide opportunities for remediation throughout the course.
Guiding PrinciplesYou are the instructor
Instructors should be good role models, not only in adherence to content and methodology, but also in their demonstration of effective teaching that encompasses these "guiding principles."
Summary and ConclusionTips
1. Review as completely as possible the technical material over which you will be tested.
2. Read directions.3. Check the scoring procedure.4. Find the verbal clues. 5. Recognize ranking and ordering.
Summary and ConclusionTips
6. Find the modus operandi. 7. Look for mechanical clues. 8. Watch your time. 9. Play the odds.10. Know the question types.
Summary and ConclusionTips
11. Take as many practice tests as possible.
12. Listen to others who have taken or designed the examination.
13. Reduce test anxiety.