1. Tips on Test Taking: National Board Type Questions

2. James E Van Arsdall EdD (402) 289-1359 jvanarsdall@mccneb.edu 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

3. 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:

4. 1. Knowledge and application of the technical material. 2.Skill and familiarity with test taking and basic question and test types.

5. Review as completely as possible the technical material over which you are scheduled to be tested.

6. S4R/Q S = Survey R = Read R = Recite R = (W)rite R = Review ------------------------------ Q = Question

7. Retention Reading - 10% Hearing - 20% Seeing - 30% Seeing/Hearing - 50% Saying - 70% Saying/Doing - 90%

8. Characteristics of Poor Listeners 1.Avoiding experience 2.Lacking interest 3.Criticizing delivery

9. Characteristics of Poor Listeners 4.Getting too worked up 5.Listening for facts only 6.Outlining everything 7.Faking attention

10. Characteristics of Poor Listeners 8. Tolerating distractions 9. Wasting thought power 10. Lacking preparation

11. Read the directions

12. Check the scoring procedure

13. Discrimination (Discr) -1.00 to +1.00 Difficulty (Diff).00 to 1.00 Z-Score -1.00 or less Lower 1/3

14. Individual Result Sheet ID Code Number Correct. 1. A. (B) A. == Your Answer B == Correct Answer

18. Find the verbal clues

19. " Always" and "Never" are rarely the correct answer. Guess among the remaining alternatives

20. An alternative that says something "may" be the case is nearly always correct, if for no other reason than that anything is possible

21. Is the phraseology in the stem repeated in some of the alternatives? If so, the keyed answer is probably among that group.

22. Check the grammatical connection between the stem and the alternatives

23. If two alternatives are logical opposites, or are mutually exclusive, one of them is likely to be the correct answer

24. Recognize ranking and ordering

25. Find the modus operandi

26. Look for mechanical clues

27. When dealing with lists of numbers if one of the numbers is displaced from an otherwise normal progression, it is probably the keyed answer

28. Look for clear differences in the amount of qualification or effort at precession of wording

29. Sometimes all the information needed to answer the question is given in the stem, particularly if it contains two or more sentences

30. Often the stem of one question gives away the answer to another question

31. Watch your time

32. Play the odds

33. Know the question types

34. 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.

35. 1.The most common language spoken in the United States is: A.French B.Russian C.English D.Dutch E.German

36. -- 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.

37. 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.

38. 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.

39. 1.The most likely diagnosis is: A.Hypoehondriasis B.Anxiety Hysteria C.Traumatic Neurosis D.Phobic Reaction E.Psychophysiological Muscle Reaction

40. 2.The patient's repetitive dreams of fighting his way out of a fire represents: A.His attempt to master anxiety B.His pleasure is being a hero C.His recollection of childhood incidents of playing with fire D.His wish to punish himself E.Psychotic perseveration

41. Matching Type Five-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.

42. Example 1.GremlinA.Ford 2.RabbitB.Buick 3.PintoC.Mercury 4.SkylarkD.American Motor 5.CougarE.Volkswagon

43. Modified Matching Type DIRECTIONS: 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.

44. Example 1.OrangesA.Fruit 2.StrawberriesB.Tree 3.ApplesC.Both 4.AsparagusD.Neither 5.Oak

45. Multiple True-False Questions DIRECTIONS: 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 correct B.If only 1 and 3 are correct C.If only 2 and 4 are correct D.If only 4 is correct E.If all are correct

46. Example - Type K 1.Accessories on a new car might include: a. 1. Air conditioning b. 2.Power steering c. 3.Power brakes d. 4.A jet engine

47. If (4) is known to be correct, only (C), (D) or (E) are possible. Which of the following are days of the week? 1.Monday 2.Tuesday 3.Wednesday 4.Thursday ABCDE 1,2,31,32,44All onlyonlyonlyonly

48. If (1) is known to be incorrect only C & D are possible. Which of the following are seasons of the year? 1.Sunday 2.Fall 3.Tuesday 4.Spring ABCDE 1,2,31,32,44All onlyonlyonlyonly

49. 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.

50. 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.

51. AGENTADMINISTERED 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

52. In your efforts to provide this child with preventive health care, appropriate actions include which of the following? 1.Give killed measles vaccine intramuscularly T.F. 2.Perform a tuberculin skin test (PPD) T.F. 3.Give variola (small pox) vaccine T.F. 4.Give diphtheria, pertussis, tetanus booster T.F. 5.Prescribe syrup of ipecac for home emergencies T.F.

53. 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.

54. Example - Multiple True-False-Type X 1.Organs of the gastrointestinal system include the: A.Stomach B.Spleen C.Gallbladder D.Esophagus E.Colon

55. 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.

56. Listen to others who have taken or designed the actual examination.

58. Visit the American Board of Family Practice Web Site at: https://www.abfp.org/index.aspx http://www.familypractice.com http://www.familypractice.com /

59. Visit the National Commission on Certification of Physician Assistants Web Site at: http://www.nccpa.net

60. Reduce Test Anxiety!

61. Nutrition and Memory CholineGreen leafy vegetablesImproves memory Vitamin B12Dairy products, fish, meats Deficiency impairs memory and concentration Vitamin B1 (Thiamine) Wheat germ, green leafy vegetables, lean meats Need for good memory Vitamin B6Brewer’s yeast, bananas, peanuts, poultry Needed for concentration

62. Nutrition and Memory Vitamin CCitrus fruits, tomatoes, broccoli, green peppers Removes toxins; reduces stress; helps concentration CalciumDairy products, green leafy vegetables Deficiency impairs memory Physical ExerciseRunning, jogging, walking, swimming Reduces stress; improves memory by increasing the oxygen flow to brain Relaxation ExerciseDeep breathingReduces stress; increases oxygen to brain; improves concentration

63. Super Learning Methods Georgi Lozanov (Bulgarian Physician) 1.Relaxation 2.Visualization 3.Joy of Learning - Positive Thinking 4.Breathing with Baroque Largo Music (60 beats per minute) 5.Review

64. Imagination Association Two Principles of Perfect Memory

65. Words Order Sequence Number Left Brain

66. Color Rhythm Dimension Daydreaming Right Brain

68. Summary and Conclusion Tips Try Mindtools Web Site to Improve Your memory. http://www.mindtools.com

69. How to Improve Your Memory Time, June 12, 2000 http://www.time.com

70. Guiding Principles of Education - Definition of Learning You are the Instructor Learning is a product of what learners already know, the information they encounter, and what they do as they learn.

71. Guiding Principles of Education You Are the Instructor Learning is created out of the learners' points of view, their knowledge, their approaches to learning, and the information they experience.

72. Guiding Principles of Education You 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

73. Guiding Principles You 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.

74. Guiding Principles You 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.

75. Guiding Principles You 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.

76. Guiding Principles You 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.

77. Guiding Principles You 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.

78. Guiding Principles You are the Instructor Instructors should evaluate student participation, knowledge and skill throughout the course and provide opportunities for remediation throughout the course.

79. Guiding Principles You 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."

80. Summary and Conclusion Tips 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.

81. Summary and Conclusion Tips 6. Find the modus operandi. 7. Look for mechanical clues. 8. Watch your time. 9. Play the odds. 10. Know the question types.

82. Summary and Conclusion Tips 11. Take as many practice tests as possible. 12. Listen to others who have taken or designed the examination. 13. Reduce test anxiety.