1. B
Adults prefer learning that is self-directed and relevant to their real-life tasks, which is the core of andragogy.

2. B
Identifying learner needs and practice gaps ensures the curriculum is focused and addresses critical areas.

3. B
Outcome-based curricula require clearly defined, measurable learning objectives to evaluate success.

4. B
Direct observation with a checklist is the most accurate way to assess psychomotor skill performance.

5. B
Simulation allows learners to safely practice high-risk scenarios without endangering patients.

6. C
Specific, timely, and behavior-focused feedback improves performance and maintains a supportive tone.

7. B
Formative evaluation provides ongoing feedback to guide adjustments during the learning process.

8. C
“Analyze” falls under the analysis level of Bloom’s Taxonomy, requiring learners to break down information.

9. C
Many states require proof of attendance and measurable objectives for continuing education compliance.

10. B
Using open-ended questions encourages mentees to share barriers and fosters a supportive environment.

11. B
Accrediting bodies require content to be free from commercial bias to maintain educational integrity.

12. C
Tracking clinical indicators over time is the best way to measure a curriculum’s impact on patient outcomes.

13. B
Combining visual, auditory, and kinesthetic strategies supports multiple adult learning styles.

14. C
Case studies promote critical thinking by encouraging learners to solve complex problems.

15. B
Gap analysis compares current competencies to desired outcomes to focus curriculum development.

16. A
Adults engage best when learning is relevant to their experience and roles.

17. C
Summative evaluation determines whether the objectives were achieved after the course is completed.

18. B
Structured debriefing encourages reflection on actions and decisions made during learning activities.

19. B
Closed-loop communication confirms that critical information was received and understood correctly.

20. B
Mentors should promote self-directed problem-solving to build independence and confidence.

21. B
Criterion-referenced evaluation measures learners against a fixed standard, not against each other.

22. C
Documenting contact hours is an essential regulatory requirement for continuing education credit.

23. C
Socratic questioning promotes critical thinking by encouraging deeper analysis and reasoning.

24. B
Encouraging inclusive discussion ensures respect for diverse cultural perspectives and enriches learning.

25. A
Establishing goals and expectations first gives the mentoring program a clear structure and purpose.

26. B
A mix of qualitative and quantitative feedback produces a balanced and actionable course evaluation.

27. B
HIPAA compliance requires removing or de-identifying all patient-specific data before use.

28. B
Pre-recorded materials prepare learners to engage more actively in the flipped classroom session.

29. C
Open-ended case analysis assesses synthesis and evaluation, which are higher levels of Bloom’s Taxonomy.

30. A
SBAR provides a structured framework for clear, concise communication during handoffs.

31. B
Interactive questioning or group work re-engages learners and encourages participation.

32. A
Gradually reducing guidance builds confidence and prepares mentees for independent practice.

33. B
Accreditation ensures that programs meet quality and compliance standards for continuing education.