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Test Taking in the Health Sciences

Learn effective test taking strategies and tips for success in the health sciences. Discover techniques for preparation, review, and retention. Maximize your performance with proven strategies.

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Test Taking in the Health Sciences

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  1. Test Taking in the Health Sciences SASSI Kathy Gibbs Fall 2017 SASSI, Kathy Gibbs, Fall 2017

  2. SASSIwww.uthsc.edu/sassi • Tutoring • Educational Specialist Sessions • Disability Services • Tutoring • Resources • Website Workshops and Worksheets/Power Points SASSI, Kathy Gibbs, Fall 2017

  3. Educational Specialist Appointments • Educational Specialists (online, over the phone, in person) • www.uthsc.edu/sassi SASSI, Kathy Gibbs, Fall 2017

  4. Performance Factors • Knowledge • Review Strategy • Reading Rate • Anxiety • Test Taking Strategies and/or Process • Physical, Mental, and Emotional Health • Self-Image SASSI, Kathy Gibbs, Fall 2017

  5. Preparation for Higher Level LearningThink Like A __________ • Stay with the Day • PR² • Learn from the Pros • Relationships Work • Remember, you are a student SASSI, Kathy Gibbs, Fall 2017

  6. Preview • Overview • Reading Material • Lecture Slides • Lecture Objectives • Question Stems SASSI, Kathy Gibbs, Fall 2017

  7. Review • Rehearsal (do not use notes, text or slides) • Brain Dump • Objectives • Lecture Slides • Comparison/Contrast • Make-up Questions from Slides • Practice Questions/Cases SASSI, Kathy Gibbs, Fall 2017

  8. Lecturing, Reviewing, and Retaining (Learning) Without reviewing, within 1-2 days, we forget about 80% of what we have learned. http://brain.web-us.com/brain/brainmemoryrythms.html SASSI, Kathy Gibbs, Fall 2017

  9. Re-Review • Reinforcing and Fine-Tuning • Strategic Approach for Lecture/Lecture Slides (Not re-listening to entire lectures) • More Questions • Identify Source for Fine-Tuning • Professors • Texts • Tutors SASSI, Kathy Gibbs, Fall 2017

  10. How do you know, when you know?Bloom’s Taxonomy SASSI, Kathy Gibbs, Fall 2017

  11. Bloom’s Taxonomy • Applying – Apply, Compare, Contrast, Demonstrate, Examine, Relate, Solve & Use. Problem solving information to produce some result by integrating facts, rules and principles. • How is ... an example of ...? • How is ... related to ...? • Why is ... significant? http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm SASSI, Kathy Gibbs, Fall 2017

  12. Bloom’s Taxonomy • Analyzing – compare, differentiate, examine, Subdivide something to show how it is put together, find the underlying structure • What are the parts or features of ...? • How does ... compare/contrast with ...? http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm SASSI, Kathy Gibbs, Fall 2017

  13. Bloom’s Taxonomy • Evaluating – solve, assess, resolve inconsistencies, judgments or decisions. • What is the most important ...? • Place the following in order of priority ... • How would you decide about ...? • What criteria would you use to assess ...? http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm SASSI, Kathy Gibbs, Fall 2017

  14. Bloom’s Taxonomy • Creating - create a unique, original product from a combination of ideas to form a new whole, • What would you predict/infer from ...? • What ideas can you add to ...? • How would you create/design a new ...? • What might happen if you combined ...? • What solutions would you suggest for ...? http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm SASSI, Kathy Gibbs, Fall 2017

  15. Brain Hacks SASSI, Kathy Gibbs, Fall 2017

  16. Showing More of What You Know • Go with what you KNOW • Narrow to 2-3 choices • Apply “Doctors” • Set a Pace and Keep Moving • Be A Warrior SASSI, Kathy Gibbs, Fall 2017

  17. COGNITIVE ARMOR • What did you do to prepare for the assessment? (List these in detail) • What worked? • What are 2-3 things you know well? • Look for “Doctors” SASSI, Kathy Gibbs, Fall 2017

  18. DOCTORS Doctors according to The Princeton Review are: • words that when taken out of the question or the choices, change the question and subsequently the answer chosen. • QUESTION Michael, age 3 years, was admitted to the emergency room after being rescued from a fire in his home. He is having difficulty breathing.An early sign of respiratory distress that you might observe in Michael is: SASSI, Kathy Gibbs, Fall 2017

  19. An early sign of respiratory distress that you might observe in Michael is: • The doctor in the question/stem is "early". SASSI, Kathy Gibbs, Fall 2017

  20. CHOICES • a.Increased pulse rate • b. Cyanosis • c. Decreased pulse rate • d. Clammy skin SASSI, Kathy Gibbs, Fall 2017

  21. “Doctors” in choices A sign of respiratory distress is Cyanosis but an early sign of respiratory distress is increased pulse rate. • The doctor in “a.” is increased. • The doctor in “c.” is decreased. • The doctor in “d.” is clammy. SASSI, Kathy Gibbs, Fall 2017

  22. Process of Elimination • a. Increased pulse rate • b. Cyanosis SASSI, Kathy Gibbs, Fall 2017

  23. Which is “more of” an EARLY sign of respiratory distress? • Increased pulse rate SASSI, Kathy Gibbs, Fall 2017

  24. COMPARE AND CONTRAST If the answer is still not clear, compare and contrast the choices. • * Identify any similarities and/or differences between the choices left. What do they have in common - function, location, characteristics? • * How are they different - is there a degree of difference? • * Is one more general or broad and one more specific or detailed? • * How are they related to the main idea/s of the question? • * Is one more closely associated with the main idea than the other? SASSI, Kathy Gibbs, Fall 2017

  25. Reflection and Self-EvaluationThe Path to Matching Performance with Preparation • What did I do that worked – with a question or topic that I felt good about, what worked – reviewing notes, creating an outline, answering practice questions, going to lab, etc.? • Knowing what I know now, what would I have done differently – added, deleted, modified, etc. SASSI, Kathy Gibbs, Fall 2017

  26. Active Processingwith Questions(The Pay-Off) SASSI, Kathy Gibbs, Fall 2017

  27. CONTACTMaximizing Questions Retain up to 50% more Compared to Repeatedly studying the material or Drawing out SASSI, Kathy Gibbs, Fall 2017

  28. Illusion SASSI, Kathy Gibbs, Fall 2017

  29. Take Care of Yourself • Eat Well – Breakfast of Champions • Warm- Up with 5-10 Questions before the Test • Helpful Thinking – If it is not helping you, choose something • that is more helpful and more reality-based • Sleep • Exercise • Don’t Isolate • Relaxation • Mental Health • Test Taking Analysis SASSI, Kathy Gibbs, Fall 2017

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