Mosby’s Review for the NBDE Part Two

488 Pages·2014·54.38 MB·English

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Mosby’s
NBDE
Review for the
Part Two
SECOND EDITION
edited by
FRANK DOWD, DDS, PhD
Professor Emeritus
Department of Pharmacology
School of Medicine
School of Dentistry
Creighton University
Omaha, Nebraska
3251 Riverport Lane
St. Louis, Missouri 63043
MOSBY’S REVIEW FOR THE NBDE, PART II, SECOND EDITION ISBN: 978-0-323-22568-7
Copyright © 2015 by Mosby, an imprint of Elsevier Inc.
Copyright © 2007 by Mosby, Inc., an affiliate of Elsevier Inc.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means,
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without permission in writing from the publisher. Details on how to seek permission, further information
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permissions.
This book and the individual contributions contained in it are protected under copyright by the Publisher
(other than as may be noted herein).
Notices
Knowledge and best practice in this field are constantly changing. As new research and experience broaden
our understanding, changes in research methods, professional practices, or medical treatment may become
necessary.
Practitioners and researchers must always rely on their own experience and knowledge in evaluating
and using any information, methods, compounds, or experiments described herein. In using such
information or methods they should be mindful of their own safety and the safety of others, including
parties for whom they have a professional responsibility.
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To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume
any liability for any injury and/or damage to persons or property as a matter of products liability,
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contained in the material herein.
International Standard Book Number: 978-0-323-22568-7
Executive Content Strategist: Kathy Falk
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Printed in the United States
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Section Editors
Myron Allukian, Jr., DDS, MPH Sanjay Mallya, BDS, MDS, PhD
Oral Health Consultant Assistant Professor
Boston, Massachusetts Diagnostic and Surgical Sciences
School of Dentistry
Nikola Angelov, DDS, MS, PhD University of California
Professor and Chair Los Angeles, California
Department of Periodontics
School of Dentistry Karen Novak, DDS, MS, PhD
University of Texas Health Sciences Center Professor
Houston, Texas Department of Periodontics
School of Dentistry
Oscar Arevalo, DDS, SCD, MBA, MS University of Texas Health Sciences Center
Private Practice Houston, Texas
Miami Children’s Hospital
Pediatric Dentistry Alejandro Peregrina, DDS, MS
Doral, Florida Clinical Associate Professor
Restorative and Prosthetic Dentistry
Larry L. Cunningham, Jr., DDS, MD, FACS College of Dentistry
Professor and Chief The Ohio State University
Division of Oral and Maxillofacial Surgery Columbus, Ohio
University of Kentucky
Lexington, Kentucky Kenneth L. Reed, DMD, FADSA, NDBA
Private Practice
Frank Dowd, DDS, PhD Tucson, Arizona
Professor Emeritis
Department of Pharmacology André V. Ritter, DDS, MS
School of Medicine Professor and Graduate Program Director
School of Dentistry Department of Operative Dentistry
Creighton University School of Dentistry
Omaha, Nebraska University of North Carolina
Chapel Hill, North Carolina
Jarshen Lin, DDS
Director, Predoctoral Endodontics Jeffrey C.B. Stewart, DDS, MS
Department of Restorative Dentistry and Biomaterials Associate Professor
Science Department of Pathology and Radiology
Harvard School of Dental Medicine Oregon Health and Science University
Boston, Massachusetts Portland, Oregon
Steven J. Lindauer, DMD, MDSc Mark Taylor, DDS, FACD
Professor and Chair, Department of Orthodontics Chair, Department of Pediatric Dentistry
Virginia Commonwealth University School of Dentistry
School of Dentistry Creighton University
Richmond, Virginia Omaha, Nebraska
iii
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Contributors
Marla W. Deibler, Psy.D. Catherine Frankl Sarkis, JD, MBA
Director, The Center for Emotional Health of Greater Assistant Professor, Department of Health Policy &
Philadelphia Health Services Research
Cherry Hill, New Jersey Boston University
Henry M. Goldman School of Dental Medicine
Florence Kwo, DMD Boston, Massachusetts
Section of Endodontics
Division of Associated Clinical Sciences Bhavna Shroff, DDS, MDentSc, MPA
School of Dentistry Professor, Department of Orthodontics
University of Southern California Virginia Commonwealth University
Los Angeles, California School of Dentistry
Richmond, Virginia
Philip Lin, DDS
Resident Eser Tufekci, DDS, MS, PhD
Division of Oral and Maxillofacial Surgery Associate Professor, Department of Orthodontics
University of Kentucky Virginia Commonwealth University
School of Dentistry
Tom C. Pagonis, DDS, MS Richmond, Virginia
Assistant Clinical Professor
Department of Restorative Dentistry and Biomaterials
Science
Harvard School of Dental Medicine
Boston, Massachusetts
v
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Preface
How to Use This Text each other questions; test yourself with flashcards or
notes that are partially covered from view; or answer
This review book is the compiled work by experts in each questions from this text. In each case, be sure to check
of the relevant disciplines represented on the National your answer to find out whether you achieved the
Board Dental Exam (NBDE). This second edition includes correct answer. Each section of this review book has
recent updates and important changes from the first edition practice exam questions. There is also a sample exam
for each NBDE subject. This text is a tool to help prepare with questions from each discipline. This book also con-
students for taking the NBDE and to help identify strengths tains explanations as to why an answer is a correct
and weaknesses so students can better utilize their study answer and why the distracters are not. See if these
time. This text is not meant to replace years of professional explanations agree with the reasons for making your
training nor to simply provide questions so that students selections. The questions are written in the formats used
may pass the exams if they memorize the answers. Instead, on the National Boards including the new formats
this book will help direct students to the topic areas they of matching, ordering and multiple correct/multiple
may need to further review and will strengthen students’ responses.
knowledge and exam-taking skills. 5. Block off time for practice examinations, such as the
Dental schools generally do well in preparing their stu- review questions and sample exam in this text. Time
dents for practice and for board exams. Usually, there is a yourself and practice your test speed; then compare
good correlation between students who do well in their your time to the estimated time needed to complete
dental courses and those who score well on their board each section of the NBDE.
exams. Therefore to best prepare for board exams, students 6. If your school offers board reviews, we highly recom-
should focus on doing well in their course work. It is in the mend taking them. These may assist you with building
students’ best interest to focus more board exam study time your confidence with what material you have already
on the areas in which they have not performed as well in mastered and may help you focus on material that you
their dental coursework. Most students are aware of their need to spend more time studying.
areas of weakness and therefore will have the opportunity 7. Stay positive about the board exam. If you prepare well,
to focus more resources on these areas when studying you should do well on the exam. Besides, think of all the
for boards. people who have preceded you and have passed the
exam. What has been done can be done. Consider
Helpful Hints for Preparing to Take Your making a study group composed of people who will be
Board Examinations good study partners and who are able to help the other
members in the group review and build confidence in
1. Pace yourself and make a study schedule. As when taking the exam.
taking a course, it is always better to give yourself suf- 8. Exams are administered by the Joint National Commis-
ficient assimilation time rather than “cramming” over a sion on Dental Education (JNCDE) contracting with
short period of time, and if you start studying early Prometric, Inc. (Prometric.com) at various testing cen-
enough, you should not have to make major changes in ters. Exams are taken electronically. Students seeking to
your daily schedule. take the National Board Exam must be approved by
2. Study in a quiet environment similar to that in which their Dean, who recommends eligibility for the exam to
the test is given. Stick to your schedule and minimize JNCDE. More information on the exam is available at
distractions to avoid last minute panic and the urge the American Dental Association (ADA) website.
to “cram.”
3. Know your weaknesses and focus more of your resources Helpful Hints During the Taking
on strengthening these areas. Look back at your grades of Examinations
from the courses that relate to the exam topics. These
will indicate areas that need more attention. Also, use 1. It is important to note that questions that are consid-
this book as a trial run to help point to content areas ered “good” questions by examination standards will
that may need more review. have incorrect choices in their answer bank that are
4. Many find practice exams useful. You can employ prac- very close to the correct answer. These wrong choices
tice exams in several ways: study with others by asking are called “distracters:” they are meant to determine
vii
viii  Preface
those who have the best knowledge of the subject. The to the exam. Be sure to read these instructions in
present NBDE review questions should be used to help advance.
the test taker better discriminate similar choices, as an 10. Make sure that once you have completed the exam all
impetus to review a subject more intensively. (Distrac- questions are appropriately answered. Review before
tors in questions on the actual board exam help deter- you submit your answers electronically.
mine which students have the best knowledge of the 11. Before coming to the exam, read over the checklist
subject.) Most test takers do better by reading the ques- provided on the ADA website under “National Boards”.
tion and trying to determine the answer before look- Presently, the part II exam is constructed as follows:
ing at the answer bank. Therefore consider trying to
answer questions without looking at the answer bank. Day 1
2. Eliminate answers that are obviously wrong. This will Description # of Items Time
allow a better chance of picking the correct answer and
Optional Tutorial NA 15 minutes
reduce distraction from the wrong answers.
Discipline-based, multiple-choice test ~200 3.5 hours
3. Only go back and change an answer if you are abso-
items
lutely certain you were wrong with your previous
choice, or if a different question in the same exam Optional scheduled break NA One hour max.
provides you with the correct answer. Discipline-based, multiple-choice test ~200 3.5 hours
4. Read questions carefully. Note carefully any negative items
words in questions, such as “except,” “not,” and “false.”
If these words are missed when reading the question, Day 2
it is nearly impossible to get the correct answer; Description # of Items Time
noting these key words will make sure you do not
Optional tutorial NA 15 minutes
miss them.
Patient case problems with 100 3.5 hours
5. If you are stuck on one question, consider treating the
multiple-choice questions
answer bank like a series of true/false items relevant to
the question. Most people consider true/false ques- Optional Post-exam Survey NA 15 minutes
tions easier than multiple choice. At least if you can
eliminate a few choices, you will have a better chance Helpful Hints for the
at selecting the correct answer from whatever is left. Post-Examination Period
6. Never leave blanks, unless the specific exam has a
penalty for wrong answers. It is better to choose incor- It may be a good idea to think about what you will be doing
rectly than leave an item blank. Check with those after the exam.
giving the examination to find out whether there are
penalties for marking the wrong answer. 1. Most people are exhausted after taking board exams.
7. Some people do better on exams by going through the Some reasons for this exhaustion may be the number of
exam and answering known questions first, and then hours, the mental focus, and the anxiety that exams
returning to the more difficult questions later. This cause some people. Be aware that you may be tired, so
helps to build confidence during the exam. This also avoid planning anything that one should not do when
helps the test taker avoid spending too much time on exhausted, such as driving across the country, operating
a few questions and running out of time on less diffi- heavy machinery or power tools, or studying for final
cult questions that may be at the end. In addition, you exams. Instead, plan a day or two to recuperate before
may find additional insight to the correct answer in you tackle any heavier physical or mental tasks.
other exam questions later in the exam. 2. Consider a debriefing or “detoxification” meeting with
8. Pace yourself during the exam. Determine ahead of your positive study partners after the exam. Talking
time how much time each question will take to answer. about the exam afterwards may help reduce stress.
Do not rush, but do not spend too much time on one However, remember that the feelings one has after an
question. Sometimes it is better to move to the next exam may not always match the exam score (e.g., stu-
question and come back to the difficult ones later, since dents who feel they did poorly may have done well, or
a fresh look is sometimes helpful. students who feel they did well may not have.)
9. Bring appropriate supplies to the exam, such as read- 3. Consider doing something nice for yourself. After all,
ing glasses, appropriate for a computer screen. If you you will have just completed a major exam. It is impor-
get distracted by noise, consider bringing ear plugs. It tant to celebrate this accomplishment.
is inevitable that someone will take the exam next to
the person in the squeaky chair, or the one with the We wish you the very best with taking your exams and
sniffling runny nose. Most exams will provide you trust that this text will provide you with an excellent train-
with instructions as to what you may or may not bring ing tool for your preparations.