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BLOCK 1-3 EXAM > B1M1 > Flashcards

B1M1 Flashcards

1
Q

The universal health care is an important component of which CDU-CM objective?
A. 1
B. 2
C. 5
D. 10

A

A. 1

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2
Q

The vision of Cebu Doctors’ University-College of Medicine is to be:
A. A globally recognized health & service-oriented college of medicine dedicated to
producing transformational physicians.
B. A globally recognized medical education institution producing physicians imbued
with professionalism.
C. A globally recognized health & service-oriented educational institution with the
highest standards of transformational practice.
D. A globally recognized medical education institution that upholds the highest
standards of education rooted in the university’s ideals of wellness, integrity,
service and excellence.

A

A. A globally recognized health & service-oriented college of medicine dedicated to
producing transformational physicians.

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3
Q

What is the most likely outcome of traditional modes of learning described as “silos of
content delivery”?
A. They make it easier for students to learn everything at once.
B. They help students connect different subjects easily.
C. They might cause students to learn subjects separately, without understanding
how they relate to each other.
D. They allow students to focus on only one subject at a time

A

C. They might cause students to learn subjects separately, without understanding
how they relate to each other.

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4
Q

Which of the following characteristics is most commonly associated with traditional
modes of learning?
A. Encourages creative problem-solving
B. Fosters interdisciplinary connections
C. Promotes independent learning
D. Develops passive and safe learners

A

D. Develops passive and safe learners

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5
Q

Which of the following statements best describes a student’s ability to apply
knowledge in real-world situations with traditional modes of learning?
A. Students may become highly specialized in one area, making them more
effective in interdisciplinary teamwork.
B. Students might struggle to connect knowledge from different subjects, limiting
their ability to solve complex, real-world problems that require integrated thinking.
C. Students are likely to become generalists with a broad understanding, enhancing
their adaptability in various fields.
D. Students may develop a deeper understanding of each subject, making it easier
to apply specific knowledge across different contexts.

A

B. Students might struggle to connect knowledge from different subjects, limiting
their ability to solve complex, real-world problems that require integrated thinking.

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6
Q

How might the characteristics of traditional modes of learning, such as reliance on
tutors and rote learning, impact a student’s ability to adapt to new and complex
problems?
A. They may enhance a student’s ability to think critically and solve problems
independently.
B. They encourage students to develop innovative solutions to complex issues.
C. They prepare students to tackle interdisciplinary challenges with confidence.
D. They could limit a student’s ability to apply knowledge creatively in unfamiliar
situations.

A

D. They could limit a student’s ability to apply knowledge creatively in unfamiliar
situations.

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7
Q

Which of the following is a component of PBL that states the subjects are not
presented separately but rather be available for study as they relate to a problem?
A. Cumulative learning
B. Integrated learning
C. Progression in learning
D. Consistency in learning

A

B. Integrated learning

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8
Q

Which of the following correctly describes the overall goals of PBL?
A. To develop knowledge base characterized by breadth and durability.
B. To develop specificity to the world of the patient
C. To share the use of knowledge without commitment to lifelong learner
D. To develop skills in the acquisition and use of knowledge with a commitment to
lifelong learning.

A

D. To develop skills in the acquisition and use of knowledge with a commitment to
lifelong learning.

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9
Q

In Problem-based learning (PBL), the focus is on:
A. Learning through problem solving
B. Acquiring specific answers to a problem
C. Memorizing the content of the subject
D. Acquiring information

A

A. Learning through problem solving

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10
Q

Which of the following concepts is unique in Problem-based learning (PBL)?
A. Student centered
B. Tutor centered
C. Students rely on memorized knowledge
D. Clinical applications are taught after basic science

A

A. Student centered

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11
Q

What is the first step in the PBL process?
A. Clarify unknown terms and concepts
B. Define the problem (list of phenomena)
C. Analyze the problem
D. Summarize conclusions

A

A. Clarify unknown terms and concepts

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12
Q

What role does the teacher play in PBL?
A. Solving the problem for students
B. Facilitating the process
C. Providing all research materials
D. Evaluating solutions

A

B. Facilitating the process

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13
Q

What skills does PBL emphasize?
A. Memorization
B. Critical thinking and teamwork
C. Individual competition
D. Passive learning

A

B. Critical thinking and teamwork

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14
Q

Which of the following is TRUE regarding the function/role of the Scribe?
A. Participates in the discussion
B. Assists the chair with group dynamics and keeping up to time
C. Keeps to time
D. Constructs the concept map alone

A

A. Participates in the discussion

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15
Q

Which of the following is a function/role of the Chair of the PBL tutorial process?
A. Prevents sidetracking
B. Keeps to time
C. Helps group order their thoughts
D. Follows the steps of the process in sequence

A

B. Keeps to time

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16
Q

In the CDU-CM PBL Curriculum, each year level has similar flow of organ systems
modules but with increasing difficulty as the year level progresses; this characteristic
is described as:
A. Curiosity
B. Connection, construction and creation
C. Change ready
D. Continuous learning

A

D. Continuous learning

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17
Q

The problem-based learning curriculum is a natural way to learn because it
develops:
A. Creativity, curiosity, and camaraderie
B. Comradeship, courtship, and craftsmanship
C. Connection, construction, and creation
D. Commanding, corresponding and calculating

A

C. Connection, construction, and creation

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18
Q

Student AO, a level 1 medicine student, is a certified public accountant who decided
to pursue medicine even though it’s a complete 180 degree turn in her career. She
felt the need to work twice as hard to be able to catch up in medical terminologies
and its basic concepts thus she spends all her independent study schedules in the
medical library as much as she can. This shows that PBL curriculum can:
A. Allow students to actively participate in their own education
B. Develop their problem-solving skills
C. Promote critical thinking
D. Help with communication and team-building skills

A

A. Allow students to actively participate in their own education

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19
Q

Which of this PBL advantages requires the students to be engaged in the learning
process?
A. Constructivist approach
B. Generic competencies
C. Motivation
D. Integration

A

C. Motivation

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20
Q

In “deep” learning what does a student in PBL, acquire?
A. Improved understanding and retention
B. Development of their generic skills
C. Develop the ability to relate concepts to everyday activities
D. Build up on existing conceptual knowledge and frameworks

A

C. Develop the ability to relate concepts to everyday activities

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21
Q

What is one of the main advantages of PBL in terms of developing generic
competencies?
A. It focuses primarily on memorizing factual informations.
B. It enhances students’ ability to develop skills and attitudes described in their
future practice.
C. It reduces the need for teamwork and collaboration.
D. It develops critical thinking by providing direct answers to the problems

A

B. It enhances students’ ability to develop skills and attitudes described in their

22
Q

What is a potential disadvantage of PBL related to information overload?
A. PBL simplifies the learning process by providing only essential information.
B. PBL often requires students to manage large amounts of information which can
be overwhelming.
C. PBL eliminates the need for independent research.
D. PBL reduces the need for students to critically analyze information.

A

B. PBL often requires students to manage large amounts of information which can
be overwhelming.

23
Q

Which of the following is an advantage of the PBL curriculum?
A. More staff are needed to take part in the tutoring process.
B. Students are deprived of access to a good, inspirational teacher.
C. There is emphasis on meaning, not facts.
D. Can cause information overload

A

C. There is emphasis on meaning, not facts.

24
Q

What is the expected cognitive outcome of Problem-Based Learning for students
based on research?
A. Higher cognitive outcomes are seen in PBL curriculum.
B. Most cognitive outcomes are comparable to traditional curriculum.
C. Lower cognitive outcomes are seen in PBL curriculum.
D. PBL curricula cover more content compared to traditional curriculum

A

B. Most cognitive outcomes are comparable to traditional curriculum.

25
Q

How does the Problem-Based Learning curriculum affect students’ attitude and
development, based on research?
A. Students dislike PBL curriculum compared to traditional method.
B. PBL curriculum demonstrate higher motivation and productive attitude.
C. PBL curriculum fails to develop communication, negotiation, and empathy skills
in students.
D. Research shows that the PBL curriculum can lead to stress, anxiety and
frustration

A

B. PBL curriculum demonstrate higher motivation and productive attitude.

26
Q

What subject/course deals with the development of humanistic attitudes in medical
practice?
A. Basic Biomedical Science
B. Patient-Doctor Relations
C. Clinical Biomedical Science
D. Medical Perspective

A

B. Patient-Doctor Relations

27
Q

What are the 3 categories of CDU-CM’s teaching-learning activities?
A. Tutorial, Selectives, Patient-Doctor Relations
B. Basic Biomedical Science, Patient-Doctor Relations, Medical Perspective
C. Correlates, Case analysis, Electives
D. Small group discussions, Case analysis, Tutorials

A

A. Tutorial, Selectives, Patient-Doctor Relations

28
Q

In the Tutorial evaluation, which part is assessed when the student contributes to
resolution of conflicting ideas?
A. Cognitive
B. Attitude
C. Recall
D. Communication

A

B. Attitude

29
Q

The depth and accuracy of an information gathered in the synthesis of a case
reflects which ability of the student during an SGD?
A. Attitude
B. Basic knowledge
C. Cognitive
D. Understanding

A

C. Cognitive

30
Q

In the Tutorial Grade, which part of the facilitator’s evaluation has the highest
percentage?
A. Cognitive
B. Concept map
C. Attitude
D. Basic knowledge

A

C. Attitude

31
Q

Which of the following best describes problem-based learning?
A. It only focuses on problem solving per se.
B. It uses “triggers” from the case scenario to define the learning objectives.
C. Students memorize formulas and terms.
D. Students do individual directed study before returning to the group to discuss.

A

B. It uses “triggers” from the case scenario to define the learning objectives.

32
Q

In problem-based learning, students explore possible solutions by:
A. Critical evaluation of each other
B. Assigning the learning objectives to everyone in the group and focus his
discussion based on his assigned specific objective
C. One student should discuss during the synthesis and the rest will just listen and
take down notes
D. Brainstorming of ideas and good teamwork

A

D. Brainstorming of ideas and good teamwork

33
Q

How does problem-based learning (PBL) differ from traditional learning in terms of
student engagement?
A. PBL emphasizes memorization of facts, while traditional learning focuses on
application
B. PBL encourages active student participation and collaboration, while traditional
learning is more instructor-centered
C. Traditional learning fosters teamwork from the beginning, whereas PBL is more
individualistic
D. Traditional learning provides practical experience first, while PBL focuses on
theory

A

B. PBL encourages active student participation and collaboration, while traditional
learning is more instructor-centered

34
Q

As a medical student aiming to improve your problem-solving skills and clinical
reasoning, which learning approach would be most beneficial, and how should you
approach your studies?
A. Traditional learning; by reviewing lecture notes and focusing on memorization of
key concepts
B. Problem-Based Learning (PBL); by engaging in group discussions, researching
independently, and applying knowledge to clinical scenarios
C. Traditional learning; by attending more lectures and seeking clarification from
instructors
D. Problem-Based Learning (PBL); by minimizing group work and concentrating on
self-study

A

B. Problem-Based Learning (PBL); by engaging in group discussions, researching
independently, and applying knowledge to clinical scenarios

35
Q

The organization of the concept map should be:
A. Hierarchical structure, from general to specific
B. Starts with sub-concepts leading to the main topic/concept
C. A web-like design, with all the concepts linking together
D. Linear in structure, directly changing concepts from left to right

A

A. Hierarchical structure, from general to specific

36
Q

How can the concept map have an organized relationship between each
topic/concept?
A. Focusing only on the major concept with minor subconcepts
B. Having connections using substantive links
C. Using distractors such as images and colorful designs
D. Using superficial links and providing large gaps

A

B. Having connections using substantive links

37
Q

A group of first year medical students gathered during a small group discussion
(SGD) were listing terms and concepts associated with the case presented to them
with the objective of generating the largest possible list. What stage in the
construction of a concept map are they in?
A. Brainstorming
B. Organizing
C. Layout
D. Linking

A

A. Brainstorming

38
Q

In a concept map, which element shows the relationship between two concepts?
A. Nodes
B. Arrows
C. Subtopics
D. Definitions

A

B. Arrows

39
Q

In Problem Based Learning, which of the following is the main teaching-learning
strategy?
A. Small group discussions
B. Lectures
C. Didactic methods
D. Teacher- directed learning activities

A

A. Small group discussions

40
Q

Which of the following is characteristic of the traditional curriculum?
A. There is selective mastery of only foundation knowledge.
B. Students are prepared for self-learning of changing knowledge base using
objectives.
C. The patient is seen as a partner in health transaction.
D. The faculty has a dominant role in the learning process.

A

D. The faculty has a dominant role in the learning process.

41
Q

Which of the following best describes a didactic method of teaching?
A. It is student-centered.
B. It is subject- centered.
C. Students work in collaborative and cooperative learning.
D. Students become independent.

A

B. It is subject- centered.

41
Q

A 1st year medical student of CDU was able to accurately explain the embryology
and anatomy of the integumentary system to his SGD group. What program
outcome is satisfied in the given scenario?
A. 1
B. 3
C. 5
D. 8

A

A. 1

42
Q

The CHED program outcome # 9 can be implemented by ________
A. Demonstrating responsible citizenship and cultural competence.
B. Complying with ethical and legal standards.
C. Collaborating effectively and appropriately with colleagues.
D. Providing clear direction and motivation to the group members

A

A. Demonstrating responsible citizenship and cultural competence.

43
Q

According to the Association of Philippine Medical Colleges Foundation (APMCF)’s
definition of a medical graduate, this feature pertains to one who can work
harmoniously with individuals and organizations and make appropriate use of
available health information.
A. Care provider
B. Researcher
C. Manager
D. Community leader

A

C. Manager

44
Q

The main objective of Outcome- Based Education (OBE) is to ________
A. set standards for observable, measurable outcomes.
B. ensure utmost quality education for all.
C. encourage diversity and individuality among students
D. guarantee the best results among students

A

A. set standards for observable, measurable outcomes.

45
Q

Which of the following is done during of the “Revising Stage” of the concept map
construction?
A. Placing closely related items near to each other.
B. Using lines to show the relationship between items
C. Rearranging sections to emphasize organization
D. Introducing new items initially omitted

A

C. Rearranging sections to emphasize organization

46
Q

In this stage of the concept map construction, groups and sub-groups of related
items are created.
A. Brainstorming stage
B. Organizing stage
C. Layout stage
D. Linking stage

A

B. Organizing stage

47
Q

This type of problem focuses on understanding principles and describing
phenomena:
A. Strategic Problem
B. Discussion Problem
C. Explanation Problem
D. Analytical Problem

A

C. Explanation Problem

48
Q

What is the main goal of a Discussion Problem in Problem-Based Learning?
A. To describe phenomena
B. To present different viewpoints and help form opinions
C. To create strategies for future situations
D. To practice decision-making

A

B. To present different viewpoints and help form opinions

49
Q

What is emphasized in a Strategic Problem?
A. Understanding fundamental principles
B. Discussing various perspectives
C. Decision-making in future professional contexts
D. Analyzing and interpreting data

A

C. Decision-making in future professional contexts

BLOCK 1-3 EXAM (11 decks)

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