Whats the Family Medicine Ite Score Out of
This article covers two easy strategies to help increase your score for the American Lath of Family Medicine (ABFM) Family Medicine Certification Exam or In-Training Exam (ITE). While there is no magic pill or wand that will increase your score, these two techniques are useful, like shooting fish in a barrel to implement, and just require a lilliputian of your time.
The first strategy is to identify what you don't know. Sounds easy, right? The key is to go through a curriculum and identify what yous don't know—not what you are weak at—just what y'all don't know. The second strategy is to take reward of homo error. Tests are written past humans, and humans make errors from time to time. Past paying attending to five types of flaws that question writers make, you can narrow down an respond selection to either the correct answer or a 50/l probability, even without knowing anything about the topic. Past combining these two strategies, you'll be able to increase your Family Medicine Certification Exam score by 100 points, which could be the departure betwixt passing or failing. Permit's get started.
Strategy 1: Determining your unknown unknowns
As you begin to written report for your exam, you'll find that there are areas you are comfortable with. Maybe y'all have a special involvement in endocrinology and feel confident with any question that might be asked on diabetes insipidus. Because yous are confident in endocrinology, you spend less time reviewing information technology. This is ane of your known knowns . There is little utility in spending likewise much time on your known knowns when preparing for your test.
During medical training, my understanding of liver disease was poor. Hepatic encephalopathy was but a term to me. I did non understand how or why information technology occurred, and I had a poor grasp on managing the status. Liver disease was a known unknown . Considering I recognized this specific deficiency, I was able to target my learning to diseases of the liver.
Once I started to focus my learning, I came across many concepts and ideas that I knew zippo nigh…never fifty-fifty heard most some of them. These were the unknown unknowns , a concept created by psychologists Joseph Luft and Harrington Ingham. It is part of their "Johari window," a tool that helps users identify blind spots about themselves and others.
Known unknowns are things you're aware that you don't know—you can recognize that y'all don't sympathise them. Unknown unknowns , yet, are unexpected because you don't know they be.
The way to supercharge your ITE or Family unit Medicine Certification Examination score is to place your unknown unknowns . It takes a little effort, only the steps are rather piece of cake. All you demand are two things:
The system works like this.
Stride 1: Answer a question from a question bank. If y'all get the reply wrong, read the explanation. Then write down in your notebook the part of the explanation that describes why the correct answer is correct. This process helps to identify your unknown unknowns . Subsequently, if there is any other information that y'all did not know or somewhat knew, record information technology too in your notebook under the aforementioned topic.
You lot should practise this for every question you lot become incorrect. I also encourage it for questions yous may have answered correctly but discovered new information in the explanation that you previously did not know.
Pace ii: Start each study session by reviewing your notebook that contains your unknown unknowns. Equally you lot do more questions, you lot will get questions wrong on topics already recorded in your notebook. For example, if you reply a question incorrectly on which age group well-nigh usually gets de Quervain tendinopathy, you'll record in your notebook something like "de Quervain Tendinopathy: Epidemiology includeswomen between xxx–50 yrs old and postpartum." Two weeks subsequently, if you tin't name the diagnostic test characterized by pollex flexion and ulnar difference of the wrist, you lot should get back through your notebook to discover your outset entry on "de Quervain tendinopathy" and add the "Finkelstein test" as the fashion to diagnose the condition. While we are on the topic, here is a cheat canvass for de Quervain tendinopathy.
Afterward a calendar month or ii of recording your incorrect respond explanations, you will have a filled notebook of your unknown unknowns and maybe many of your known unknowns . If you do this on a consequent basis and become through ane,000 to two,000 question bank questions for a 300-question standardized exam, you'll identify most of your blind spots that questions can exist asked about. You will convert your unknown unknowns to known knowns .
Here is how your notebook might look:
I use the same system and process to prepare for all standardized exams. You can fifty-fifty apply it to learn how to read EKGs amend than a cardiologist.
With the Family Medicine Certification Exam around the corner, now is the perfect fourth dimension to begin this system. It leaves time for adjustment and plenty of time to accumulate your unknown unknowns .
Strategy 2: Taking advantage of human error
Earlier in this post, I mentioned yous'll need ii things to supercharge your standardized test score: a notebook and fourth dimension. The notebook you can buy someday. Nonetheless, time disappears.
Taking the time to identify your unknown unknowns volition set you for the exam. However, we know five ways you tin improve your score simply by showing up to your exam.
You can use the errors made by question writers to boost your score.
The Beefcake of a Question
Kickoff, let's understand the anatomy of a question.
Question
A 67-year-former woman who was recently diagnosed with breast cancer presents with increasing defoliation over the past three days. Additionally, over the past week she has been complaining of fatigue, diffuse body aches, poorly localized abdominal pain, and constipation. Which of the post-obit electrolyte abnormalities is the near likely caption for her symptoms?
A question is fabricated up of the stem and the atomic number 82-in. The stem contains the details of the question such as the clinical presentation, past medical history, and laboratory results. But, the critical role of the question is the lead-in. The question author uses the atomic number 82-in to detect out what you know or don't know about the topic in the stem, and it is also where question writers make errors. Past applying basic grammatical analysis, yous will exist able to identify the correct answer or at least narrow down the answer choices without knowing anything nigh the topic. Hither are our first two tips:
- Pay attention to grammatical cues:
Grammatical cues: one or more respond choices(distractors) don't follow grammatically from theatomic number 82-in.
A 25-year-onetime adult female presents to your dispensary with concerns nearly sexually transmitted infections. She reports that she had unprotected intercourse with multiple partners. She is asymptomatic, merely her final partner told her that he recently tested positive for chlamydia. The most appropriate next pace is administration of which of the following?
A. Azithromycin
B. Obtaining a urine sample
C. Penicillin
D. Vaginal swabbing
B and D practice not follow grammatically from the lead-in. A good test taker tin eliminate these.
2. Focus on logical cues:
Logical cues: i or more reply choices don't logically fit in with the other choices.
A 22-yr-old homo is concerned he has appendicitis. Which of the post-obit signs is most sensitive for the diagnosis of appendicitis?
A. Nausea
B. Pain with extension of the hip articulation
C. Rebound tenderness
D. Right lower quadrant tenderness
Nausea is non a "sign" and tin be eliminated by a practiced test taker.
Let's now focus on respond choices to place a few more areas where we tin gain an edge.
The Anatomy of Reply Choices
QUESTION : A 67-year-former woman who was recently diagnosed with breast cancer presents with increasing defoliation over the past three days. Additionally, over the past week she has been lament of fatigue, diffuse body aches, poorly localized abdominal hurting, and constipation.Which of the following electrolyte abnormalities is the about likely explanation for her symptoms?
A. Hypercalcemia
B. Hyperkalemia
C. Hypocalcemia
D. Hypokalemia
The lead-in asks about the most likely caption, and then recall advisedly through each answer option. Hither are the distractors:
Once you understand the goal of the question writer to create answer choices that are supposed to discriminate knowledge, it is easier to exploit technical flaws and meliorate the odds of getting a question correct. The following three pointers round out our five tips that can help you lot answer a question correctly:
3. Look for respond choices containing absolute terms.
Accented terms : terms such as "always" or "never." When used in the respond options, these terms usually indicate an wrong answer because they cannot concord upwardly to scrutiny in all situations.
In patients with advanced Alzheimer illness, which of the following best characterizes the memory defect?
A. Can be treated adequately with phosphatidylcholine
B. Could exist a sequela of early on parkinsonism
C. Is ever astringent
D. Is never seen in patients with neurofibrillary tangles at autopsy
C and D contain absolute terms "ever" and "never." These should be avoided in answer choices because they are less probable to be true statements.
iv. Continue an eye out for a long correct answer.
Long correct answer : the right answer is longer, more than specific, or more consummate than the other options.
Secondary gain is which of the following?
A. A complication of a diverseness of illnesses and tends to prolong many of them
B. A frequent problem in obsessive-compulsive disorder
C. Unremarkably seen in organic brain damage
D. Synonymous with malingering
Selection A is longer than the other options, and it is besides the merely double option. Item writers tend to pay more attention to the correct answer than to the distractors and write long right answers that include additional instructional material, parenthetical information, and caveats.
5. Discover when a give-and-take repeats.
Word repeats: a word or phrase is included in the stem and in the right answer.
A 13-year-old obese boy presents with a progressive left-sided limp over the past 3 weeks. The patient states that he has pain in his articulatio genus. On exam, y'all elicit pain on internal rotation of the hip. Patently radiographs show a left hip joint aberration "like ice cream slipping off a cone." Which of the following is the almost likely diagnosis?
A. Greater trochanteric bursitis
B. Legg-Calvé-Perthes disease
C. Slipped capital letter femoral epiphysis
D. Transient synovitis
This question uses the term "slipping" in the question stem, and "slipped capital letter femoral epiphysis" is the right answer.
Whether you are taking your Family Medicine Certification Exam or ITE, there is so much at pale. Taking the fourth dimension to identify your unknown unknowns will not just assist you lot prepare for and excel on your test, it will help you expand your core knowledge. Then, on exam twenty-four hours, use the five elementary techniques to place mutual flaws in questions which will increase your chances of getting a question correct.
Give these methods a attempt and let me know how it goes. Moreover, I'd love to hear near techniques you lot use that I did not write almost.
And if yous are looking for a family medicine lath review Qbank…you know where to discover one.
Best,
Jennifer Conroy, MD
Source: https://www.roshreview.com/blog/how-to-increase-abfm-certification-exam-100-points/
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