Mock Board Research Articles

Welcome to 310 Environmental Working Group! A Group Project That Places Students in the Role of Consultants Helping Businesses Choose the Most Climate Friendly Fluorinated Gas.

The Montreal Protocol is an international treaty that controls substances that deplete the ozone layer. Through the control of halogenated gases, it has been one of the most successful climate legislations to date. This success is driven by the interplay between chemical regulation and smart chemical design, demonstrating the positive impact chemistry can have on the world. This Article describes a group project that includes four assignments, a group presentation, and a writing task where students take on the role of consultants to assess the environmental friendliness of two fluorinated gases. Through the assignments students determine the global warming potential of two chemicals and pair this assessment with an evaluation of their potential to produce persistent products, such as trifluoroacetic acid, via atmospheric oxidation. Students worked together to take these, sometimes conflicting, pieces of evidence to make a final recommendation to their client as to the most "environmentally friendly" option in a mock Board of Directors meeting and then individually through a written recommendation. The project effectively addressed the learning goals of a third-year environmental chemistry class and was well received by students as a means of contextualizing the course material and providing students with a clear peer network in the class. This project is an effective application of fundamental chemistry topics (e.g., spectroscopy and the relationship between structure and reactivity) within a real-world context that emphasizes the ability of chemistry to have a positive impact on important environmental issues such as climate.

Mock Board and Customs Broker Licensure Examination Performance of a Select Higher Education Institution: A Predictive-Correlational Approach

Mock Board and Customs Broker Licensure Examination Performance of a Select Higher Education Institution: A Predictive-Correlational Approach

Mock Board Exam Writing Groups in Physician Assistant Education: A Method to Enhance Curriculum and Mentor Junior Faculty.

Ensuring students are prepared for the Physician Assistant National Certification Exam (PANCE) is an institutional priority for all physician assistant programs. While many factors predicting PANCE performance have been investigated, exploration and discussions of interventions to improve PANCE performance are limited. Repeated exposure to board-style questions has been shown to improve board scores in similar populations. Currently, existing question banks cannot be used to generate secure summative examinations, and commercial question banks may perpetuate inequitable access among physician assistant (PA) students. To address this issue, the University of Oklahoma Physician Assistant program used a community of practice model to create a mock board exam writing group. The group was created to facilitate the development of 9 PANCE-style exams to bolster students' clinical preparedness and PANCE performance. These writing groups also provided a platform for junior faculty to receive feedback and guidance from senior colleagues, thus facilitating and promoting mentorship. This article highlights the potential benefits of mock board exam writing groups in PA education and provides insight into their development and implementation.

Mock board examination results as predictors in the Licensure Examination for Certified Public Accountants

This study was conducted to determine whether the mock board examination performance can predict a candidate’s performance in the Licensure Examination for Certified Public Accountants (LECPA). It covered the Bachelor of Science in Accountancy (BSA) graduates from a higher education institution in Pagadian City, Zamboanga del Sur, Philippines, who took the mock board examination and were first-time LECPA takers from the October 2022 to May 2023 batches. Participants were directly included in the study. A simple linear regression analysis was utilized to determine whether a candidate’s performance on the mock board could predict their LECPA performance. The model summary revealed a value of .474, which is below .5. Therefore, the study concluded that the mock board examination can predict overall LECPA performance. This result implied that higher scores on the mock board examination correlate with a higher probability of passing the LECPA. Based on these findings, the learning institution should regularly improve the mock board examinations. Suggestions include aligning the difficulty level of the mock board with the LECPA and having the assessment conducted by a Certified Public Accountant (CPA) examiner other than the mock board lecturer.

INDICATORS AFFECTING THE EXAMINEES IN TAKING THE BOARD EXAMINATION FOR CRIMINOLOGY

The purpose of this study was to determine the Indicators that affect the examinees in taking the board examination for criminology. The participants in this study were the graduates of Bachelor of Science in Criminology from the Nueva Ecija University of Science and Technology who took the board examination. Majority of the respondents belongs to the ages of 20-25 years old. Considering gender, male participants dominated the study due to the fact that historically the Criminology discipline was inclined to men. As to civil status, greater numbers of participants were single. With regard to the identified indicators under Student affect, majority of the participants believed that Passion in the course-BS Criminology have a major affect. It is undoubtedly true that to ensure success in life we should be compassionate in the things that we do. Moreover, as to Family Affect it is tested and proven that the family greatly affects students’ success by helping the examinees to uplift their morale and serves as their inspiration. Lastly, as to School Affect, giving mock board exams; Teaching methods used by faculty that aids efficient learning; and the regular checking of the attendance of the attendees in the review classes tremendously affects the examinees in taking the board examination for Criminology. With this, it signifies that the said indicators should be given considerations in planning or designing programs to help our graduates in the College of Criminology to pass the Licensure Examination for Criminologist. KEYWORDS: Indicators, Examinees, Board Examination for Criminology, Affects

Development of Dynamic Local Area Network (LAN) Based Mock Board Examination System

Purpose-Mock board exam is necessary to identify if the students are ready to take the board exam. However, preparing for the examination is not easy. It takes too much time to release the result, given that the College has limited personnel. Thus, the proponents developed the Dynamic Local Area Network (LAN) Based Mock Board Examination System that makes the preparation and checking easy. Method-The proponents followed the iterative waterfall model to develop the system efficiently. Some criteria of ISO 25010 were adopted in the evaluation instrument. Simultaneously, evaluators are composed of program chairperson, College of Computer Studies (CCS) faculty, board program students, and alumni. Results-The result of 4.91 in Functional Suitability, 4.87 in Performance Efficiency, 4.91 in Usability, 4.90 in Security, and 4.92 in Maintainability shows that the system is fully functional and is usable by any board program. Conclusion The computer-based examination, implemented through LAN, can simplify administering personnel of MinSCAT mock board examination. The development of the "Dynamic LAN Based Mock Board Examination System" is a great help to the MinSCAT and their board program graduates if it is implemented. Recommendations-The system has hidden weaknesses that were only identified in actual operation. Thus, further testing is needed, like beta testing, to identify and correct it for better performance. After beta-testing, the system can be improved through iteration of the Waterfall Model phases. Research Implications-The developed system can improve the mock board examination process and ease preparing this significant examination. Moreover, it immediately provides a result that helps the examinees to identify their weaknesses and do a further review to master it.

Digitally decentralised mock oral board examination for neurological surgery trainees.

Digitally decentralised mock oral board examination for neurological surgery trainees.

Virtual alternative for the oral mock board examination in Oral Medicine.

Virtual alternative for the oral mock board examination in Oral Medicine.

Correlation of Mock Board Examination Scores During Anatomic Pathology Residency Training with Performance onthe Certifying Examination.

Mock board exams are common in residency programs across many disciplines. However, the value of mock board results in predicting success on the actual certifying examination is largely anecdotal and undocumented. The University of Tennessee anatomic pathology residency program has a long history of giving mock board exams twice a year during the course of the 3-year diagnostic training program. The mock exams give residents a sense of the types of questions that may appear on the actual certifying examination. The resulting scores serve to help identify improvement areas to focus additional study. In addition, by providing residents the mental and physical experiences designed to mimic the test day, we hope to better prepare these trainees for optimal performance on the certifying examination. This study correlated mock board results of 16 anatomic pathology residents, from July 2006 through January 2016, with their subsequent performance on the certifying exam. The results of these biannual exams were significantly correlated (p < .001) with results for the American College of Veterinary Pathologists Certifying Examination.

Correlation and Linear Regression Analysis (CALRA): A Predictive Decision Support System for LEAE

This study introduces a Decision Support System called Correlation and Linear Regression Analysis –Decision Support System (CALRA-DSS) System. The CALRA-DSS will use Data mining technique in the process of discovering knowledge which in turn can be used to predict future results. CALRA-DSS predicts Students chances whether passed or Failed in the LEAE Licensure Examination. The integration of Data Mining Technique using Pearson-Product Moment Correlation that is used to determine the degree to which two variables are related and Regression Analysis that is used to examine the relationship between and one dependent and one independent variable. The data to be tested by this CALRA-DSS were the April 2016 Agricultural Engineering graduates of ICET, SPAMAST- Digos Campus who participated in the LEAE Mock Board Examination last and took the August 2016 LEAE. The academic records of these graduates were taken from the SPAMAST Electronic Students Information System (eSMS) while the Mock Board data Result was taken from the SPAMAST LEAE Reviewer Committee. It is concluded that with the use of this tool, the ICET Department can implement an intervention program timely before Student would intend to take the LEAE. Based on the Outcome, the results obtained from the Correlation and Regression Analysis and the attributes obtained from eSMS, the identified Academic Predictors has a strong correlation to Mock Board Examination. In general outcome of the study can give a hint to the Students as to which subjects can be considered as predictor variables for their licensure exam scores and hence become their focus of study/review while still studying.

Education, Second Courser, and non-College of Education Graduate's Performance in the Licensure Examination for Teachers of JRMSU-TC SY 2013-2016

Licensure Examination for Teachers (LET) is a standardized examination given to qualified graduates who wish to engage in the teaching profession in both elementary and secondary level. The examination is administered by the Professional Regulatory Commission twice in a year and set the passing percentage to 75%. The study employed a descriptive method of research in determining the LET performances of Education and non-Education graduates of Jose Rizal Memorial State University-Tampilisan Campus (JRMSU-TC). LET results coming from the Professional Regulatory Commission (PRC) were considered as the main data of the study. The present study considered 281 Elementary Education takers broken down into 168 BEED graduates and 113 non Education graduates, and 235 Secondary Education takers classified according to 75 BSED graduates, 127 Professional Education Certificate (PEC) graduates, and 33 non-College of Education (CED) graduates. The statistical measures used in the study were frequency count and percentage. The salient features were as follows: The Bachelor of Elementary Education (BEED) first takers performed well in the LET but combining their results with the repeaters, and non-education graduates, results barely surpass the national passing percentage. In the case of the Bachelor of Secondary Education (BSED), overall results indicated low performance in the LET or below the national passing percentage. Based on the findings of the study it was recommended to review the policies of the College of Education particularly on the entry and retention policies, faculty commitment, and the conduct of review classes and mock board.

Using a mock board of pharmacy disciplinary hearing to teach concepts related to administrative law, addiction, empathy, and professionalism

Background and purposeThe purpose of this project was to impact pharmacy students' personal and professional development through simulation of a board of pharmacy disciplinary hearing regarding addiction. Educational activity and settingThe mock board hearing was conducted as part of the required curriculum. Faculty obtained materials from a prior board hearing. The actual respondent, lawyer, former executive director, and a board agent participated. Students served as board members and president, asked questions of the witnesses, and deliberated per board procedure. After the event, student learning and perceptions were assessed through knowledge-based, opinion-based questions, and open-ended questions. FindingsOf the 141 students who attended the event, 97% completed the assessment. The average score on the knowledge-based questions was 95%. Ratings of perceptions and reflections of the experience were used in tandem to understand the experience. In general, students indicated the experience was positive and impactful towards their education. Students indicated they felt that the experience allowed them to better understand addiction and empathize with someone called before the board. In fact, there were fundamental differences in perceptions regarding the “addicted person,” going from a penalizing and stigmatized perspective to one of caring and compassion. SummaryStudents were knowledgeable about the board and its regulatory process after the event. More than knowledge, students indicated fundamental changes in their views of addiction. Other institutions may consider implementing similar exercises to engender empathy and professionalism regarding drug addiction and regulatory compliance.

Does the Oral “Mock Board” Examination Still Have a Role as a Training Tool?

The American Board of Radiology has adopted a new standardized board examination and the traditional oral examination has been abandoned. Although many programs have changed their educational efforts to reflect the new test format, some faculty members and residents have expressed a desire to keep an oral examination as a component of education and evaluation in radiology residency programs. An oral comprehensive examination including all the appropriate subspecialties was administered to each second year and third year resident in our training program by faculty members. Both the resident examinees and faculty examiners were surveyed after the examination to gauge the perceived value of the experience. Residents were divided in their perceptions of the fairness and utility of an oral examination as a tool to aid in board preparation and as an assessment of their knowledge and communication skill. Faculty members were universal in their endorsement of the oral examination and suggested continued use of the technique. Residents and faculty members have differing perceptions of an oral examination delivered during training to assess knowledge and communication skill. The value of an oral examination in providing actionable feedback to trainees and the possibility of detecting struggling residents made it useful in our training program, and it thus it has been implemented for future years. Whether resident performance measured by this technique is predictive of success on American Board of Radiology examinations remains unclear.

Evaluation of American Board of Orthodontics certification protocols in postgraduate orthodontic programs in the United States and Canada.

The objective of this study was to identify the board certification protocols that hospital and university-based postgraduate orthodontic programs have in place to prepare residents for the American Board of Orthodontics (ABO) certification examination. An electronic survey was sent to the program directors of each of the 72 postgraduate orthodontic programs in the United States and Canada. The survey consistedof 49 questions about demographics, resident case assignment protocols, and ABO examination preparation methods. The response rate was 81%. Most programs were 30 to 36months in length (72.7%). Many residents had a case load of 51 to 75 during their first year (50.9%), with an average maximum case load of 70 to 109. There was a positive correlation with both the number of cases that first-year residents start and the length of the program (Spearman correlation coefficient=0.379; P<0.01) when compared with maximum case load. Approximately 72% of the programs do not offer a written mock board examination; however, 72% reported offering a clinical mock board examination. ABO cases are identified within the first 6months of most programs. About 88% of respondents believe that residents take advantage of the banking system, and that over the past 5years ABO Initial Certification Examination applications have increased. Most program directors (89.1%) believe that their program length is sufficient for board preparation. Subjects tested in the written examination are integrated into the didactic curriculum and strengthened with ongoing literature reviews, with a passing rate over 90%. Clinical examination preparation varies, with most programsrequiring a mock board examination for graduation. Total participation in both the Initial Certification Examination and banking has increased since 2010; better follow-up protocols are needed to track residents after graduation.

The Relationship Between Mock Boards and Clinical Board Examinations in Dental Hygiene Education

Research on the effectiveness of clinical mock boards for future oral health professionals is conflicting and limited. Despite this, U.S. dental hygiene programs rely on clinical mock board experiences as essential components for preparing students for their clinical board examinations. Differences in programs' mock board characteristics may relate to board exam outcomes. The validity and reliability of mock boards can be questioned when deviations from exam criteria and procedures are made and grading mechanisms are not consistent. The aim of this study was to determine which mock board characteristics were critical in preparing students by exploring the relationships between programs' dental hygiene, local anesthesia, and restorative mock boards and their 2013-14 candidates' performance on the corresponding three Western Regional Examining Board (WREB) licensure exams. Of the 23 U.S. dental hygiene education programs in four states invited to participate, 15 agreed to do so, and 13 consented to have WREB provide their programs' test result data. The mock board coordinators provided data on characteristics of their programs' mock boards with an online questionnaire distributed in 2014. Scores calculated from the responses were compared to performance of the programs' candidates on the corresponding WREB exam. Of the 45 questionnaires (on three exams each x 15 programs), 33 were completed (73.3%). Significant relationships were found between candidates' WREB exam results and the mock boards' intensity scores, remediation, multiple experiences, and examiner calibration scores. The results of this study provide fundamental information about mock board characteristics that may assist educators in facilitating experiences to more effectively prepare students for these high-stakes exams.

Effect of a Pilot Preclinical Incentive Program on Dental Students’ Performance on a Clinical Competency Exam

The aim of this study was to investigate the effect of a pilot preclinical incentive program on dental students' performance on a clinical competency (mock board) exam at Midwestern University College of Dental Medicine-Arizona. To assess the effect of preclinical grade incentives in a program called SUCCEED, scores from a clinical competency exam administered during the fall quarter of the fourth year were compared between the graduating classes of 2014 and 2015 (pre-SUCCEED curriculum) and the graduating class of 2016 (post-SUCCEED curriculum). The study hypothesized that the class participating in the SUCCEED program, with its incentives for greater preclinical preparation and practice, would score higher than the other classes on the exams. The results showed that the endodontics and periodontics pass rates and test scores from the Class of 2016 were higher than those from the Classes of 2014 and 2015; the prosthodontics pass rates were similar; and the operative dentistry pass rates and test scores were lower than the Classes of 2014 and 2015. While the results of two of the four subsections of the competency exam showed an improvement in clinical performance for the Class of 2016, the operative dentistry test scores for that class were less than expected. Based on the increased number of operative dentistry procedures performed in preclinical simulation and the clinic, the authors conclude that the competency exam should not be the only measure to evaluate success of the SUCCEED program.

An Innovative Approach to Pharmacy Law Education Utilizing a Mock Board of Pharmacy Meeting.

A thorough understanding of pharmacy law by students is important in the molding of future pharmacy practitioners but a standardized template for the best way to educate students in this area has not been created. A mock Board of Pharmacy meeting was designed and incorporated into the Pharmacy Law course to meet the ACPE accreditation standards at the University of Tennessee College of Pharmacy. Students acted as Board of Pharmacy members and utilized technology to decide outcomes of cases and requests addressed in a typical 2 day Tennessee Board of Pharmacy meeting. The actual responses to those cases, as well as similar cases and requests addressed over a 5 year period, were revealed to students after they made motions on mock scenarios. Student participation in this interactive learning experience resulted in good understanding of the rules and regulations of pharmacy practice and the consequences associated with violating regulations. Such mock Board of Pharmacy meeting is recommended for future pharmacy law education.

The Relationship Of College Admission Test And Mock Board Examination To The Licensure Examination For Customs Brokers

Admission tests in college assess students’ readiness for the college level education while mock board examination evaluates readiness for the licensure examination. The performance of BS Customs Administration students in these two tests and their relationship to their performance in the Licensure Examination for Customs Brokers (LECB) were considered in the investigation. Using inferential statistics, scores in the entrance examination and ratings in the mock board examination of BSCA students for the past four years were correlated with their ratings in the LECB. A total of 66 students who graduated from 2011 to 2014 who took the licensure examination and with complete entrance exams and mock board exam records served as respondents of this study. Results revealed a positive significant relationship between the composite score in the admission test and students’ scores in the four subjects of the LECB: Customs Laws and Implementing Rules and Regulations; Tariff Laws and International Trade Agreements; Warehousing, Transportation and Cargo Handling Operations; and Practical Computations of Customs Duties, Taxes, and other charges. Ratings in the four subject areas of the mock board examination were also significantly related to scores in the equivalent subject areas of the LECB. The study concludes the importance of entrance tests as part of the admission policy in the BSCA program and the mock board examination in improving the performance of graduates in the Licensure Examination for Customs Brokers.

Examining commissioners' leadership behaviour

Clinical commissioning groups (CCGs) now control around two-thirds of the NHS budget, influencing healthcare provider priorities and playing a key role in implementing the NHS plan. However, significant failures in healthcare have highlighted a dissonance between expressed values of leaders and everyday routine practices. This research explores the leadership behaviour of commissioners and the role it plays in determining quality and safety in healthcare. The research took a two phase approach: phase 1 used focused video ethnography to observe commissioners in a mock board room setting; phase 2 employed a quantative questionnaire to determine the leadership behaviours that subordinates would expect their commissioners to adopt. The findings of this research identified that the leadership style most prevalent within the commissioners was transactional in nature. The questionnaire to subordinates of commissioners identified that transformational leadership had the best outcome on staff performance if this was linked to positive leadership style. In addition, commissioners appear to lack consistency when analysing risks effectively and holding providers to account, citing issues such as ‘professional drift’ and concerns over further scrutiny, as validation for this approach. This confusion of leadership behaviours, allied with poor analyse of risk leaves commissioners prone to repeating previous healthcare failures.

Mock Board Hearing: Giving Students New Insights Through Experiential Learning

Engaging students in learning the interface of nursing practice with the regulatory role of boards of nursing is a desired learning outcome of baccalaureate education. Kolb's experiential theory was the catalyst to design a teaching method for this content. The innovative learning strategy that mimics simulation techniques used in legal education is the mock proceeding technique. The aspect covered in the script of the mock proceeding was a nurse with a positive drug test. Colleges of law, have utilized mock trial methods to assist their students to engage the complexities of process of trial and administrative law. This is a description of the steps in the process that occurred to allow this learning strategy to occur and discusses some of the outcomes that were noted.