The 4 Best PANCE and PANRE Study Guides and Review Books

Tired of flipping through pages and death by tiny text? Check out my NEW PANCE/PANRE board review website at smartypance.com and watch as the NCCPA Content Blueprint comes to life. What are the best PANCE and PANRE board review books? Here are my picks for the top PANCE and PANRE review books of 2019 that have helped me score in the top 5% on both the PANCE and PANRE exams. You can browse my complete list ofreading recommendations or sign up for my reading list newsletter by clicking here. 1. Lange QA Physician Assistant Examination, Seventh Edition (updated) I have been practicing, primarily in family practice, for 14 years, and recently took and passed my PANRE exam for the thirdtime. Like most, I was nervous about the exam. I believe that this book was one of the most helpful in guiding my studies. Also included in the latest edition is access to their companion online practice tests for the most thorough preparation possible. The focus of the book is heavy on cardiology, but keep in mind that cardiology is 16% of the PANCE/PANRE exam (the highest percentage of any organ system) on the NCCPA Content Blueprint. The other advantage is that Dr. Diamond is a cardiologist, so his insights and "need to know" are right on. I would highly recommend this book for anyone studying for the PANCE or PANRE. I spent two weeks head-down in this book working through questions. I was not at all surprised to see many of the same questions on the actual exam. Beyond the questions though are reliable indicators of where to focus your attention. This was invaluable! Essential for PANCE And PANRE prep? YES Cost: $63.18 on Amazon Buy on Amazon You can also download the Lange QA companion iPhone/iPad app which covers plenty of practice questions. 2. Swanson's Family Medicine Review: Expert Consult - Online and Print Pricey, but worth its weight in gold!My best-kept secret. Although this book is intended to cover all the pertinent topics you'll face on your initial or recertification for Family Medicine I find it invaluable when studying for the PANCE or PANRE exams. I have used this for both the PANCE and PANRE, I went through the book from start to finish over three months, and towards the end would cover about 25 pages daily (which, if you know a lot of the answers and don't need to read the explanations goes quite quickly). When I took my re-cert, I sat down with this book immediately after exam completion to see if I could jog my memory for test questions I was uncertain of. Many of the answers and topics covered were in this book. I know it seems daunting but using this book has placed me in the 90'th percentile three times for both the PANCE and PANRE. I cannot recommend it enough! Essential for PANCE And PANRE prep? YES! Cost: $68.00 on Amazon Buy on Amazon NEW for 2019: You can now download an iOS version with interactive quiz questions for your iPhone or iPad. Also, once you have purchased the book, you will have access to a fully indexed online version with interactive exam questions! 3. A Comprehensive Review for the Certification and Recertification Examinations for Physician Assistants This book is the gold standard when it comes to summarizing all the information you learned in PA school in less than 300 pages. This particular book is one of the mostrecommendedby my peers. The author Claire O'Connell also just happens to be one of my favoriteprofessorsin PA School. It provides a good look at the breadth of topics that will be covered on the PANCE and PANRE and does an excellent job providing the take-home points. I learn better with clinical vignettes (the same style that you will see on the actual PANCE and PANRE), but if you are better at rote memorization, this book will probably help you quite a bit. Despite its shortcomings in the realm of critical thinking,I still think it is essential in your arsenal for PANCE or PANRE preparation. Even looking at it now and thumbing through the pages I am impressed by the author's ability to do such a great job summarizing complex topics. Essential for PANCE And PANRE prep? YES! Cost: $53.98 onAmazon Buy on Amazon 4. PANCE Prep Pearls:A practical Comprehensive Study and Review Guide for the PANCE and PANRE I recently purchased this book through Amazon based on several recommendations from practicing PAs and PA students. Although I was hesitant to buy yet another review book, I find PANCE Prep Pearls to be a welcome addition to the lineup of comprehensive "blueprint based" review books. What separates this review book from others on this list (specificallyA Comprehensive Review for the Certification and Recertification Examinations for Physician Assistants) is its attention to detail, depth, quality of medical mnemonics and exceptional photos. The material is presented sequentially and is informative without being overwhelming. Written by a professor of physician assistant programs at two established universities, this study guide is formulated for physician assistant students and practitioners to increase knowledge and retention of valuable clinical information. The books comprehensible structure maximizes information retention with clear explanations of difficult topics. Visual learning is enhanced with such features as bold and italicized essential information, easy-to-read tables, and graphs and charts that allow you to compare and contrast topics commonly grouped together on exam questions. Clinical-correlation bullet points help connect related topics in different organ systems. Cost: $56.69 on Amazon You can also purchase his companion question book with over 600 questions for $42 on Amazon Buy on Amazon 5. Davis's PA Exam Review: Focused Review for the PANCE and PANRE (DavisPlus) There are one or two books that EVERYONE recommends when you are studying for the PANCE/PANRE (below)...well now there should be three! This book is an excellent study guide and mind training tool that will ultimately help you to select the correct answer based on critical thinking. I appreciated the "you should know" tidbits which are in a clear and straightforward format that help you to understand the physiology/pathology of WHY certain choices are correct. I especially enjoyed the Essentials section which has questions that have more than one correct answer which will help to enhance your analytical thinking skills. I have notpersonallyused this book for PANCE or PANRE prep, but it is worth a look. It is recommended by several of mycolleagues. Essential for PANCE And PANRE prep? Maybe Cost: $23.48 on Amazon Buy on Amazon If you have anysuggestionsor recommendations on what helped you with review please leave a note in the comments section. Best of luck! A note from the author: "Some of the links above are affiliate links, which means that if you choose to make a purchase, my kids may have a chance of going to college. 😀 This commission comes at no additional cost to you. Please understand that I have experience with all of these products, and I recommend them because they are helpful and useful, not because of the small commissions I make if you decide to buy something. Please do not spend any money on these products unless you feel you need them or that they will help you achieve your goals. - Stephen Pasquini PA-C" You may also like -The PANCE and PANRE Content Blueprint ChecklistYour Blueprint to Success Starts Here! If you are at all like me the hardest part of studying for your PANCE or PANRE is figuring out where to begin. There is an ever-growing list of review books, podcasts, online programs, in-person []Welcome to Your Virtual PA School Clinical Rotation What if you could take a virtual tour through the NCCPA Content Blueprint? Not just mindless memorization of key terms and test worthy pearls, but matching those facts with faces. What if you could go bedside and visit patients []Overview of the PANCE, PANRE and Pilot Alternative BlueprintsNew 2019 PANCE, PANRE and Pilot Alternative to PANRE blueprints. With a look at the new PANRE three-tier assessment system.

The Christian Doctrine Of Sin - 1686 Words

In recent decades, feminist theologians called for the reconstruction of the Christian Doctrine of Sin. They accuse the doctrine of the perpetuation of injustice, on account of its tendency to demonize, scapegoat, and dominate women. While some of these theologians contend that within Christian orthodoxy remains a deeply rooted misogyny, only treatable from the outside-in, others suggest that within the Christian tradition itself resides the tools for healing and transformation. Methodologies aside, both camps commit to addressing the sin ‘problem’ for women. They point towards the historic account of original sin, as a compelling force in justifying the cultural subordination of women. Furthermore, scholars note that traditional insights on the transmission of sin through the flesh denounce women’s bodies as inherently perverse. Supposing that these claims are valid and also that Christian doctrine ought to witness to a God of love and justice, this paper operate s under the assumption that the Doctrine of Sin requires reconstruction. While feminists often point to the theologians, who shaped modern Protestantism, as responsible for marginalizing women in contemporary Christian thought, F.D. E. Schleiermacher’s theology actually contains resources to address their concerns. Still his work has largely been ignored by women involved in reconstructive efforts. Moreover, secondary literature perpetuates an unproductive debate over Schleiermacher’s alleged feminism, withoutShow MoreRelatedBook Report of The Other Side of Sin667 Words   |  3 PagesOther Side of Sin: The Other Side of Sin: Woundedness from the Perspective of the Sinned-against was written by Andrew Sung Park and Susan Louise Nelson as editors. This book consists of 197 pages and was published by State University of New York Press Albany. 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However, sin of humanity in Scripture tells us it is a history of man in a state of sin also rebellion against God and God’s plan of redemption to bring man back to himself. Again, sin is failure to adhere to God’s moral law in action as well as in natureRead More Christianity vs. Islam Essay839 Words   |  4 Pagesthat man is sinful and can never inherit eternal life in the presence of God as a result of the sins of our first parents, Adam and Eve, as well as our own personal sin. Therefore it became necessary for God to become man in the person of Jesus Christ, who as the Son of God was sinless and unblemished. His purpose was to suffer and die in atonement for the sins of all whom accept his sacrifice for sin. Muslims believe all of God’s prophets, who include Abraham, Noah, Moses, Jesus, and Muhammad

Essay on Comparing Love after Love and This Room - 1339 Words

Comparing Love after Love and This Room The two poems with which I compare each other are both poems of celebration. Celebration of life, love and your identity. The first is â€Å"Love after Love† by Derek Walcott. This poem is about self-discovery. Walcott suggests that we spend years assuming an identity, but eventually discover who we really are - and this is like two different people meeting and making friends and sharing a meal together. Walcott presents this in terms of the love feast or Eucharist of the Christian church - â€Å"Eat...Give wine. Give bread.† And it is not clear whether this other person is merely human or in some way divine, this is also an imperative which would suggest that they are divine and so have a right†¦show more content†¦As this route is too boring and predictable for this newfound liberated mind. The first line in â€Å"Love..† is, â€Å"The time will come When, with elation, You will greet yourself arriving, at your own door,† a line foretelling that eventually you will recognise who you are. Whether this will take a mirror or whether a person will realise who they really are through their own head and deep inside their own souls. It also suggests that you shouldn’t care about others opinions with the line â€Å" in your own mirror..† which makes you wonder â€Å"How do I see myself?† which I thought could be trying to question basic human ideas, why do people look at who they are in the first person, why is the person whose eyes they see through them?! What makes them that individual? The answers here are clear, a love for life, for one’s self and what they feel within their soul. Both poems, I felt used techniques to suggest being unique. For example, In â€Å"This Room† the author uses extensive use of caesura, using punctuation in the middle of a line, and enjambment, a technique by which you don’t use normal punctuation at the end of each sentence, thus creating a flowing and textured piece of poetry. With these techniques, D harker has created flowing text, I think that this might be a suggestion that life flows quickly and that you should take advantage of it because of this. The second stanza suggests that oneShow MoreRelatedCompare / Contrast Araby Lust805 Words   |  4 PagesAraby begins as a story about a young boy and his first love, his neighbor referred to in the story as Mangans sister. However, the young boy soon turns his innocent love and curiosity into a much more intense desire, transforming this female and his journey to the bazaar into something much more intense and lustful. From the beginning, Joyce paints a picture of the neighborhood in which the boy lives as very dark and cold. 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Critical and response perspective free essay sample

In this lesson, I focused on Jace, the second grader. I was able to hold a small group lesson in her classroom so that I could be able to assess her literacy ability first hand when it comes to critical and response perspectives. I learned of the idea of a tea party from Tompkins and decided I wanted to create a lesson that would involve this great activity (Tompkins, p. 272). The intent of the tea party was to use the critical perspective as well as the response perspective (Laureate Education, 2010). In this lesson the learners will be able to better understand the text and it should play a role in the learners’ lives in a meaningful way. The use of metacognitive strategies helps the students to think about â€Å"thinking† all through the reading process. This lesson demonstrates ways to implement the these perspective (Laureate Education, 2010). Teacher: Date: February 11, 2014 Age/Grade Range; Developmental Level(s): 7-8 yr / 2nd / early reader Anticipated Lesson Duration: 25 minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): I used previous assessments of the three students to select the text that would gain their interest the most. We will write a custom essay sample on Critical and response perspective or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The assessment in which I used to gage my lesson was the DRA (Developmental Reading Assessment) which is a formal assessment that helps to determine independent reading levels (Tompkins, 2010). I also performed another assessment on the students recently that I used help to determine interest in reading. This assessment was called the Elementary Reading Attitude Survey (McKenna, 1990). Curricular Focus, Theme, or Subject Area: Reading/ Language Arts State/District Standards: †¢The learner will read and understand a variety of materials. †¢The learner will comprehend and use comprehension skills such as applying knowledge of foreshadowing, comparing and contrasting, determining the main idea, indentifying the author’s purpose, inferring, previewing, predicting, re-reading, and self-monitoring. Learning Objectives: The students will participate in the tea party activity through discussion and understanding of authors’ purpose while activating prior knowledge to comprehend text. The students will write an entry in their journal near end of lesson. Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: Guided practice and help, modeling, and slower paced one on one practice will be conducted for struggling students if needed. During journal writing, students can draw instead of write and I will dictate the illustration for them. Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): Critical and Response Perspectives Texts: Amazing Grace (Hoffman, M. 1991) Other Materials/Technology/Equipment/Resources: pencil, crayons, and journal notebook, book, and note cards with excerpts from the story written on them dry-erase marker, and 2 small white boards to use to write before story and after story predictions and author’s purpose. Grouping structures (one-on-one, small group, whole class): Small group Lesson Sequence Learning ActivitiesAssessment Opportunities Introduction/Anticipatory Set †¢The teacher will (TTW) hold up a book titled Amazing Grace and ask the students to raise their hand to tell what they think the story is about. †¢TTW allow for a few students to give answers and ask other questions that assist the students to use prior knowledge. †¢In order to help the students visualize what they already know or what they think they know about the book, the teacher will write notes on a small white board, using pictures as well where applicable. †¢TTW then tell them that today we are going to learn about the author’s purpose and try to understand why the author wrote those words and what he or she wants us to know and learn. †¢The learner will (TLW) be asked to predict the author’s purpose just by looking at the cover and the first few pages. †¢Allow for a few students to answer. †¢Observe to see if how much prior knowledge Jace has, if any. †¢TTW make notes on the white board labeled â€Å"before† of what predictions each student makes regarding what the story is about. Building/Applying Knowledge and Skills †¢After listing the predictions, TLW listen to TT read the story entirely. †¢After the story is completed read, TTW pause for a moment for the story to sink in and the students to gather their thoughts. †¢TTW as TL what they thought the story was about and what the author’s purpose was. †¢TLW will be allowed to answer. TTW write down a few of the answers on another small white board labeled â€Å"After†. †¢TTW show the stack of index cards to the students and explain that the students will select a card and read it a few times or until it is read fluently then move around to another student in the group and read the excerpt to that student and discuss what it is about and how it connects to them in real life. †¢TTW then instruct TL that this activity is called a tea party. †¢TTW model reading an index card to another student and talk about a personal connection to the story with that student. †¢Allow for TL to ask any questions about the activity and TTW answer any of those questions for the whole group. †¢TTW prompt the learners to begin. †¢TTW observe TL to see if the predictions that are being made are accurate based on the text and pictures in the story. †¢TTW assess the accuracy of the predictions made to the discussion after the reading of the text. Was the use of prior knowledge helpful? †¢TTW assist students with reading fluency and understanding when needed †¢TTW observe each pair of students to see if they are talking about their personal connections. Synthesis/Closure †¢The students will come back together in their small group after discussing the excerpts and connections with the text. †¢TTW have the students to get their journals out to write about their experience with the tea party. †¢TLW also write a sentence what they feel was the authors’ purpose of the story was. †¢TTW observe the students as they write in their journals. †¢TTW assist any student that needs help with writing and will dictate if necessary. †¢TTW collect journal entries and assess whether or not each student understood the purpose of the tea party as well as the author’s purpose. Extension/Enrichment/Transfer of Generalization of Knowledge: -TL could take the note cards home to share with family members. I could also assign the learners to go home with the cards and retell the story to a family member. -The main idea of this story should follow them after this lesson is over. Believe in yourself, no matter what challenges you face. The learners will want to access their prior knowledge whenever an issue arises similar to the one in the story. -Also the reading strategies that are used in this lesson will benefit the learners in school during reading of any topic as well as the rest of their lives. Reflection Tompkins says that strategies are cognitive when they involve thinking and are metacognitive when students reflect on their thinking (Tompkins, 2010). During the small group, the students were thinking cognitively while listening to the text being read to them but after the story the students were thinking metacognitively when asked to enter a journal entry retelling the story. At the beginning of the lesson, I asked the students if they could tell what the story was going to be about by just looking at the cover. The students used their prior knowledge and visual cues to come up with answers. This strategy allowed the students to contribute their knowledge of the subject and to get involved in the text, but also was an important part of comprehension skills. One student said that the book was going to be about a church song, and another student said it was about a girl who lost a tooth. I found this attention grabber to be very useful to Jace, as she is a struggling reader. I did notice that she was very interested in the story even before I began to read the text. The use of retrieving prior knowledge allows students to think about what they already know and helps to comprehend new information easier and understand the text better. I explained to them that authors sometimes have a reason for writing particular stories. Our webcast this week stated how it is important for students to know the authors purpose because it brings more understanding to the text (Laureate Education, 2010). I then began to read the story without stopping. During the lesson, everyone in our small group seemed very engaged. After completely reading the story, I paused for a moment appearing to be thinking , then I asked the students, â€Å"What was the authors reason for writing that story? † I also asked, â€Å"How did the story make you feel? † I wrote down their responses on a small dry erase boards. After discussion of the questions, I introduced our activity. I told the students that we were going to have a tea party. The students read or re-read excerpts from the story that I had copied onto index cards previously. They then had to discuss with each other what they had read and what the author was trying to tell (Tompkins, 2010). The tea party was a big success. I listened as the students talked about how the main character in the story felt. The students also discussed a few times when they felt like they were getting picked on and how it made them feel. After about seven to eight minutes of discussion among the students, I called the group back together and had them to get out their journals to write something about the story that they liked and also to write a sentence telling why the author wrote the story. The students then turned in their journal so that I could read all the responses. The lesson went very well. I really did not think that the lesson would go as well as it did. All on the students in the small group did a great job. Jace was very engaged throughout the entire lesson. Since some of the writing was a little difficult I thought it I would have to dictate or scribe for a few of the students especially Jace but I was wrong and did not have to assist any of the students during their journal writing activity. During the observation of the students as they were having their tea party, I wrote down so of the statements that were said so that I could go back and refer to the notes when I introduced this to the other small groups and when I was grading their journal entries. I also joined in with a few of the students’ discussions and by doing that it really brought the lesson home to the students. I let the students understand that I have emotions too and what the story was trying to tell me. I feel that they enjoyed me joining their conversations and I felt that they were able to open up and connect with the story on a higher comprehension level.. Looking back on this lesson, I feel like the students were actively involved in their learning. When active learning is taking place the learner must assume responsibility for the learning experience (Pang, 2010). Research suggests that students must have an understanding of the metacognitive and reflective practices they are utilizing for authentic learning to be successful (Pang, 2010) I feel that the students learned quite a bit from this lesson by connecting with their metacognitive level of learning. The students activated their prior knowledge before and during the lesson as well. The story was truly broken down and the main focus was learned. I feel that my learning objectives were achieved based on the data that was collected. I feel that I would change two things when hosting a tea party again. The first would be to have the whole class participating in the activity instead of a small group of students. The other that I would do differently would be to include more picture cues for my lower leveled students and any ELL that I might have. These students might have a harder time reading each small section of the text. I had to read the text to Jace and one other student a few extra times before she was able to read it fluently on her own. According to cognitive developmental theories, Cognitive development includes intellectual maturity and metacognitive superiority (Pang, 2010). My small group of students that I wrote the lesson for had to critically think about the author’s purpose and how to respond in a personally. Performing this lesson helped me to better understand, if taught correctly, that second graders can think critically without much guidance. I felt proud of my students for their abilities they showed when reading the text and responding to the emotions of the text in a meaningful way. When administering this same lesson to Case and Grace in pre-kindergarten and kindergarten, I would provide more guidance and support before and during the tea party. I would also allow them to draw and try to write the authors purpose in their journals.