Examination Questions and Answers in Basic Anatomy and Physiology (Record no. 446)
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| 000 -LEADER | |
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| fixed length control field | 05942nam a22001577a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 210617b |||||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789811023316 |
| International Standard Book Number | 9789811023323 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Martin Caon |
| 9 (RLIN) | 14890 |
| 245 ## - TITLE STATEMENT | |
| Title | Examination Questions and Answers in Basic Anatomy and Physiology |
| Remainder of title | 2000 Multiple Choice Questions |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | School of Health Sciences Flinders University Bedford Park , South Australia , Australia |
| Name of publisher, distributor, etc. | Springer Science+Business Media Singapore |
| Date of publication, distribution, etc. | 2016 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 508 Pages |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Two thousand multiple choice questions that could be asked of a student of introductory human anatomy and physiology are presented in 40 categories. It is assumed<br/>that users of these questions are teachers or students who have completed at least<br/>part of an anatomy and physiology course that might be offered in the first year of a<br/>university degree programme. It is also assumed that they would have access to one<br/>of the anatomy and physiology textbooks (or similar) listed in the bibliography<br/>below. Each category has an Introduction containing a summary of useful knowledge pertinent to that category of question. However not all possible information is<br/>provided within these Introductions, so a textbook is indispensable. The summary<br/>Introductions are composed with vocabulary that may be unfamiliar to the beginning<br/>student but which should be known in order to understand the questions. You will<br/>need to look up the meaning of many unfamiliar words as your studies progress.<br/>All questions have been used at least once, during the author’s teaching career, in<br/>end of semester examinations of a university first year undergraduate introductory<br/>anatomy and physiology course or a physical science course for health science students to support their anatomy and physiology study. Consequently they reflect the<br/>author’s choice of content. Students enrolled in the courses for which these questions were written include nursing, midwifery, paramedic, physiotherapy, occupational therapy, nutrition and dietetics, health science students, exercise science<br/>students and students taking the course as an elective. Often, the students did not<br/>have an extensive background in science from their secondary schooling. Some<br/>knowledge of physical science is required to understand physiology; hence, physical<br/>science questions are included. Students without some background knowledge in<br/>chemistry and physics will find such questions challenging and will need to work a<br/>little harder to develop their background knowledge. The boundary between chemistry and biochemistry is not distinct; nevertheless, chemistry is implicit in physiology. Furthermore, the physics of the body becomes physiology so gradually that<br/>sometimes the boundary between the two is only noticed after it has been crossed.<br/>Some questions were difficult to categorise and may span two (or more) categories. Furthermore, in order to answer some questions, you may need knowledge<br/>drawn from other “sections” of anatomy different from the name of the section in which the question appears. This is not a bad thing as it emphasises the connected<br/>nature of human anatomy and physiology. Each question is unique (there are no<br/>duplicates). However, many questions will be examining the same (or similar)<br/>material albeit with a differently worded question or different choice of answers. If<br/>the questions are to be used to compile an examination, then care should be taken to<br/>exclude questions that are too similar to already selected ones. On the other hand, if<br/>the questions are to be used for instruction or study purposes, I would suggest<br/>including several similar questions in consecutive order to emphasise the point and<br/>to give the student practice. |
| Expansion of summary note | Advice to the Exam Candidate<br/>The correct choice of answer for each question is provided. Accompanying the correct choice is a justification for the choice or an explanation of the correct answer<br/>and sometimes of why the other choices are incorrect. The degree of difficulty varies, but not by intentional design. The perception of difficulty depends on that part<br/>of science that the question examines, the level of scientific background brought to<br/>the course by the student and their level of studious preparation for the<br/>examination.<br/>There is only one best correct answer for each of the multiple choice questions<br/>among the four choices presented. However, there may be more than one correct<br/>answer. You must choose the best one. In an examination, never leave a question<br/>unanswered. If you cannot decide on an answer, guess at it (after eliminating any<br/>choices that you deem to be incorrect). That is, you will be rewarded for the ability<br/>to decrease the number of choices from which you are guessing, from 4 to 3 or 2. In<br/>marking multiple choice questions, I suggest that that one mark be allocated for a<br/>correct answer and that a quarter of a mark be deducted for a wrong answer or an<br/>unanswered question. Deducting a quarter mark will reduce the score that would be<br/>gained by selecting an answer from the four choices purely at random (i.e. guessing), from about 25 % to about 6 %. Not to deduct a quarter mark is, in my opinion,<br/>unsound.<br/>Be aware of questions that are asked in the negative. That is, those that have NOT<br/>true; or FALSE; or INCORRECT; or EXCEPT one, in the stem. In this case you are<br/>seeking a statement that is wrong in order to answer the question. Do not be intimidated by arithmetical calculations. The calculation itself will be simple. Deciding<br/>what to add, multiply or divide with what, is the tricky part.<br/>Some questions have been paraphrased from those published in the third edition<br/>of the book Human Science: Matter and Energy in the Human Body (Caon, M., &<br/>Hickman, R. (2003), Crawford House Australia Publishing, Belair South Australia),<br/>and are used with the authors’ permission. |
| 654 ## - SUBJECT ADDED ENTRY--FACETED TOPICAL TERMS | |
| General subdivision | Anatomy and Physiology - Examinations Questions |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | ddc |
| Koha item type | E-BOOKS |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection | Home library | Current library | Shelving location | Date acquired | Total checkouts | Barcode | Date last seen | Price effective from | Koha item type |
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| MWALIMU NYERERE LEARNING RESOURCES CENTRE-CUHAS BUGANDO | MWALIMU NYERERE LEARNING RESOURCES CENTRE-CUHAS BUGANDO | 06/17/2021 | EBS4880 | 06/17/2021 | 06/17/2021 | E-BOOKS |