Test-Taking Strategies and Community Cases
Upon completion of this chapter, the student will be able to:
• Develop an overview of the National Board Dental Hygiene Examination.
• Develop guidelines for answering multiple-choice test items and community testlets.
• Identify tips for examination preparation.
• Take a practice examination on community cases.
• Increase his or her confidence level in preparing for the examination.
Multiple-Choice Questions
1. When answering multiple test questions, use your time wisely. Look over the test initially to determine how many questions are presented, and calculate approximately how much time you will need to answer them.
2. Read directions and questions carefully.
3. Attempt to answer every question; if you are unsure of an answer, mark or flag that question to enable you to return to it later if time permits.
4. Actively reason through each question, and read all answers before making your choice.
• Logical clues that help you select the correct answer
• A repeated word or concept in both the question and answer
• Length of the correct response; often the longest answer is correct
• A similarity in or a direct opposite of responses; you can eliminate contradictory answers or complete opposites to the question
Examples of Multiple-Choice Questions
The following multiple-choice test questions relate to information in Chapter 8 and demonstrate how to answer multiple-choice questions using the clues already presented. Answer the following questions using your knowledge and these clues.
1. Which choice describes the Stages of Change Theory?
a. It is an example of ways to effect changes in public policy.
b. It assesses a person’s readiness to change and adopt behaviors that lead to a healthy lifestyle.
c. It includes key concepts such as reciprocal determination, observational learning, and reinforcement.
d. It directly assesses how susceptible to paridontitis a patient perceives oneself to be.
2. An example of the tailoring technique that is used in formulating an individual’s oral health plan is:
a. Highlighting one or two messages that might apply to your patient.
b. Using photographs of American Indian women for posters in the Indian Health Service clinic.
c. Providing three individualized recommendations based on risk factors identified during a personal risk assessment.
d. Asking a group whether they prefer a video, slides, or a demonstration.
3. You have developed a new program to promote oral health to teenage mothers. You would like to discuss your ideas with other health professionals at an upcoming public health conference. Which of the following formats would be best for presenting your information?
4. Which of the following formats would you use to ensure the highest retention of information about oral cancer in a group of adults?
The answers to these questions are provided here using clues versus a knowledge rationale. See Chapter 8 for a knowledge review.
1. b. This is the logical answer because Chapter 8 is on health promotion and behavioral change. Although a. has the word changes, the topic is not relevant. Answers c. and d. have no wording similar to that of the question.
2. c. This answer uses a similar idea—the concept of individualization—even if one does not connect risk with tailoring. Answers b. and d. can be eliminated because they are opposites of the question, referring to groups rather than an individual. Answer a. uses the vague term might, which makes it a less viable answer than c.
3. a. This answer uses repetition of the term discuss, which gives the clue to the best answer. The other three answers are ways to present the information, but a. is the best answer.
4. c. This answer has length, and it is logical that you will retain information better when you involve more of your senses.
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