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Medical NBDE-I : Dental Board test Part I Exam

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Exam Number : NBDE-I
Exam Name : Dental Board test Part I
Vendor Name : Medical
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NBDE-I test Format | NBDE-I Course Contents | NBDE-I Course Outline | NBDE-I test Syllabus | NBDE-I test Objectives

About This Guide
Dental Licensure and the National Board Dental Examinations
Purpose of the NBDE
Recognition of NBDE Certification
The Integrated National Board Dental Examination
Ethical Conduct and the Licensure Process for Dentists
EXAMINATION CONTENT AND PREPARATION MATERIALS
Examination Specifications
Scope of the Examination
Sample Item Formats
Testlet
Examination Preparation
Confidentiality of Examination Materials
RESULTS INFORMATION
Scoring of Examination
Results Reporting
Results Reports
Results Audits
ELIGIBILITY REQUIREMENTS
EXAMINATION INFORMATION
Test Centers
Fees
Examination Schedule
Obtain a DENTPIN� and Apply for Examination
Privacy and Security
Application Details
Reschedule or Cancel a Testing Appointment
Testing Accommodations
Unacceptable Forms of Documentation
EXAMINATION REGULATIONS AND RULES OF CONDUCT
Rules of Conduct
Test Center Procedures
Examination Regulations and Prohibited Conduct
Examination Misconduct
Irregularities and Appeals
Arbitration Requirement

Licensure of dentists in the United States is the responsibility of the individual state, district, or jurisdiction. Agencies in state government that administer dental licensure under laws adopted by state legislatures typically are called state boards of dentistry. A list of state boards can be found at www.dentalboards.org. Specific dental licensure requirements vary among jurisdictions, but all jurisdictions have three basic requirements: an educational requirement, a written examination requirement, and a clinical examination requirement. All jurisdictions accept graduation from a dental school accredited by the Commission on Dental Accreditation (CODA) as fulfilling the educational requirement. Most jurisdictions also accept graduation from a Canadian dental school accredited by the Commission on Dental Accreditation of Canada (CDAC). The National Board Dental Examinations (NBDE) Program is intended to fulfill the written examination requirement. Acceptance of NBDE results is completely at the discretion of the individual state. A state may place any limit on acceptance of NBDE results that it deems appropriate.
The Joint Commission on National Dental Examinations (JCNDE) is responsible for the development and administration of the NBDE and the National Board Dental Hygiene Examination (NBDHE). The Department of Testing Services is a shared resource of the American Dental Association (ADA) that implements the National Board Examinations.

While this guide covers NBDE Part I, it is important for candidates to note that there is another examination on the horizon that will one day replace NBDE Parts I and II. This examination�the Integrated National Board Dental Examination (INBDE)�integrates the biomedical, clinical, and behavioral sciences in its evaluation of candidate dental cognitive skills. Similar to the NBDE, the IN

EXAMINATION SPECIFICATIONS
The NBDE Part I is a comprehensive examination consisting of 400 items. For each discipline, approximately 80% of the items are stand-alone, while approximately 20% are interdisciplinary testlet-based. A testlet consists of a patient scenario, patient history, and a set of discipline based items relevant to the scenario. NBDE Part I items are drawn from the following disciplines:
� Anatomic Sciences
� Biochemistry-Physiology
� Microbiology-Pathology
� Dental Anatomy and Occlusion
One item from each of the disciplines listed above is designated for the testlets under the subject �Professional Ethics/Patient Management.� These items require a basic understanding of professional ethical principles in patient management.
Examination items are developed by test construction teams composed of subject-matter experts in accordance with examination specifications approved by the JCNDE.
The Universal/National System for tooth notation that has been adopted by the American Dental Association is used on all National Board Examinations. This system is a sequential tooth numbering system, designating the permanent dentition (numbers 1-32), and the primary dentition (letters A-T).

EXAMINATION CONTENT AND PREPARATION MATERIALS
Biochemistry-Physiology (100 Items)
� Biological Compounds
� Metabolism
� Molecular and Cellular Biology
� Connective Tissues
� Membranes
� Nervous System
� Muscle
� Circulation
� Respiration
� Renal
� Oral Physiology
� Digestion
� Endocrines
� Professional Ethics/Patient Management
Anatomic Sciences (100 Items)
� Gross Anatomy*
� Histology
� Oral Histology
� Developmental Biology
� Professional Ethics/Patient Management
*The following Topics will be considered under each category of gross anatomy. Bone; muscles; fascia, nerves (peripheral and autonomic); arteries, veins, and lymphatics; spaces and cavities; joints and ligaments; and endocrines and exocrines.
Microbiology-Pathology (100 Items)
� General Microbiology
� Reactions of Tissue to Injury
� Immunology and Immunopathology (at least 3 on oral immunology)
� Microbiology, Immunology, and Pathology of Specific Infectious Diseases (at least 8 on oral diseases)
� Systemic Pathology
� Growth Disturbances
� Professional Ethics/Patient Management
Dental Anatomy And Occlusion (100 items)
� Tooth Morphology
� Pulp Cavity Morphology
� Calcification and Eruption
� Principles of Occlusion and Function
� Clinical Considerations�Tooth Morphology and Anomalies
� Professional Ethics/Patient Management

The JCNDE recommends that candidates use textbooks and lecture notes as primary sources for study. Although some previous questions from the NBDEs are periodically released, the JCNDE believes they are best used to familiarize candidates with item formats. The JCNDE does not ensure that the information in released NBDE materials is accurate, current, or relevant. Released materials may no longer be consistent with the current examination specifications, content emphasis, item formatting guidelines, and examination structure. Due to the dynamic nature of dental practice and the biomedical sciences, these materials may be outdated. Candidates are cautioned not to limit preparation for the examination to the review of released items. To purchase copies of released items, contact the American Student Dental Association (ASDA) at 800.621.8099 (x 2795), 312.440.2795, or www.asdanet.org. Official released items contain the ADA copyright insignia at the bottom of the document pages.
The JCNDE does not endorse or recommend any specific texts or other teaching aids (e.g., review courses) that are identified as NBDE preparation materials.

The NBDE Part I is a pass/fail exam; results are reported only as �pass� for candidates who achieve passing scores. For remediation purposes, candidates who fail the examination receive numerical scores for each of the major disciplines covered on the examination. With respect to candidates who tested prior to 2012, numerical scores for prior attempts are still reported.
The status of �pass� is reported for candidates who achieve a scale score of 75 or higher. The status of �fail� is reported for candidates who achieve a scale score below 75.

RESULTS REPORTS
National Board Examination results are typically made available approximately three to four weeks after the examination. Results can be viewed online by logging into the My Account Summary page. By signing the application, a candidate enrolled in an accredited dental school (or who has graduated within the last five years) gives express permission to provide results to the dean of the dental school and his or her designee(s). Results are provided to others if permission is granted in the form of a results report request from the candidate. If misconduct has occurred in a past administration, your results report may contain information concerning the incident (see Examination Irregularities and Misconduct). After receiving your results report, you may request that additional reports be sent to other entities. You should confirm the accuracy of your results report request.

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Medical Part Practice Questions

Is the med college follow of ‘pimping’ easily humiliation? depends upon the way it's achieved, says NOSM dean | NBDE-I test Questions and genuine Questions

Dr. Sarita Verma says the educating formulation has genuine value when accomplished correct, however can be harmful when used to humiliate in place of illuminate

The dean of the Northern Ontario scientific college says a typical teaching formulation in clinical school that is widespread by the bizarre time period ‘pimping’ can be instructive if achieved appropriate, but be simply the opposite when accomplished incorrectly.

As a instructing formula, pimping places medical college students instantaneous with tough and express questions. Its use, and misuse, changed into examined in the Canadian scientific association Journal (CMAJ) this week.

The odd kind of educating — which has nothing to do with prostitution — has created concerns about bullying and burnout for some clinical students, the journal article states.

Dr. Sarita Verma, the dean and CEO of the Northern Ontario school of medicine, mentioned the category of teaching described within the CMAJ article can also be dangerous and painful, and may even be harmful for some students, if not used accurately.

"the style that the article describes the excessive-stress, rapid-fire questioning is seen as, you recognize, ‘pimping’. I hate that term. If it's completed badly, … then [students] are going to feel that they are humiliated, that it's hazardous, it's painful. and i totally needless to say” she talked about.

Verma also pointed out, however, that the trend of excessive-pressure questioning will also be accomplished right and might produce first rate outcomes. She mentioned the Socratic formulation, the components of training through a sort of cooperative argumentative process of asking and answering questions, is advantageous to examine talents and inspire crucial considering.

however, she persevered, it have to be executed properly, including in a lot of instances academics and physicians don't seem to be taught the correct method to place the Socratic method into practise.

"or not it's a really helpful way of discovering, however the correct solution to teach individuals the way to do studying, the usage of that formula, is to join their potential," Verma spoke of. “after which to help them remember through probing what they comprehend, and what they have no idea, to aid them definitely learn how to gain knowledge of.

"And although it is probably supportive, and often feels dangerous, it's meant to be a safe and respectful system, but it surely does make americans consider uncomfortable.”

but that pain is part of the guideline, she mentioned, because students “should gain knowledge of vital pondering, as a result of in the event that they have no idea what's going on and they don't reflect on it, they'll make mistakes. And patient protection is on the base of all of this, right?"

Verma noted the Socratic method is achieved to interact the learner with acceptable questions, to problem their abilities and recall, however shouldn’t be used to humiliate any one.

The article, authored by way of CMAJ creator Diane Duong, examined both sides of the problem. The article quoted Drs. James Healy and Peter Yoo within the “Journal of Surgical schooling”, that described the pain of pimping as a form of inoculation.

“besides the fact that children every so often unpleasant, this type of training is truly a long-term kindness to the student, much like a vaccination creates brief discomfort to achieve a long lasting profit," they spoke of in the article.

however, Duong wrote that once the educating fashion is executed badly, it may possibly "easily move the road into instructing through humiliation, certainly when senior physicians query college students in ways that disgrace them for his or her lack of capabilities."

in the article, Duong references a look at conducted in Australia that discovered basically seventy five per cent of a pupil cohort throughout two clinical faculties had been so intimidated by way of the practise that many did not take half in doing sanatorium rounds with instructing docs.

And while pimping might possibly be normal in clinical faculties, at NOSM, Verma talked about the method of teaching all through sanatorium rounds is not usual.

"We have a tendency not to have that type of practicing because many of their inexperienced persons are dispensed across community settings," referred to Verma.

She observed one more edition of doing rounds is to collect the clinical students together to examine the charts of the medical institution sufferers. And whereas here's positive, bedside teaching is still essential for the scientific college students to be in a position to see and journey what the affected person is demonstrating, she mentioned.

To that conclusion, Verma mentioned many hospitals now use paid actors to obtain the same effect. She stated it works neatly for NOSM, which has newbies working in hospitals and clinics throughout the North.

"as a result of we're so allotted, they have what many scientific schools have adopted, which is the standardized patient … actors, who've true medical diagnoses. but they you comprehend, they've consented and they're performing," Verma pointed out.

"definitely, loads of schools do it. Now. or not it's called ‘standardized patients’. And it be a type of simulation, or not it's what they call a ‘low-fidelity simulation’," spoke of Verma.

This kind of “low-constancy simulation” is valuable, she brought, however NOSM and other scientific colleges additionally use excessive-constancy simulations.

"so you can do lots of what occurs when it comes to instructing americans from taking blood to doing cardiac arrest. Even surgical procedure occurs with robotics, or with digital drugs. and that's actually a really first rate solution to train americans, that you would be able to cut back the quantity of patient error because of that, correct? So people could have an opportunity to apply in, especially specialties the place they require technical abilities, so that you can follow before you in reality emerge as performing the technique on a true affected person," noted Verma.

She introduced that the scientific inexperienced persons need to put together themselves for the unknown and surprising cases that can arise.

"I consider that at a definite aspect, individuals, notably newbies, should understand that they do need to Strengthen some resilience to the high-stress atmosphere that's concerned in scientific education and clinical practice."

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