Top 20 Test Strategies for EMS Students

Top 20 Test Strategies for EMS Students

By Rommie L. Duckworth, LP Jul 10, 2017

EMS challenges us all in countless ways every day. Similarly, as an EMT student, you will be faced with quizzes and exams of different types throughout your EMS education. Knowing and using the tools you have in your toolkit will prepare you for all of them.

All Exams

  1. Whether it’s a short quiz on a chapter from your textbook or your final exam, always read the entire question before forming an answer. Not reading carefully enough can lead you to “jump to an answer” and it may not be the one actually asked.
  2. Don't over-complicate the question. It can be easy to get tangled in the web of new knowledge that’s spinning itself in your mind. Just remember that every question contains all the information necessary for you to answer. If it seems like information is missing, you may be approaching the question incorrectly.
  3. Reviewing your answers at the end of the test to make sure you didn't actually put down something incorrect can be good. Constantly questioning your choices and changing answers back and forth is bad. When in doubt, stick with your first answer.

Multiple Choice, True-False

  1. When answering a multiple choice or true-false question, answer the question in your mind before looking at any of the options. The pressure of test time can make every answer seem plausible (and all are designed to look a bit right), so answering the question to yourself first can eliminate that confusion.
  2. Read every available answer carefully. Be sure not to accidentally change what the answer says on the page to what you think it should be in your head. It can be easy to take a handful of words that would make up the right answer, and read it as correct, but be diligent—you need to make sure you are not mistaking key words for an actual correct answer.
  3. Be sure the answer you select actually answers the question as written. Take a quick moment to ask, “Is that the question they were really asking?”
  4. Eliminate any answer options you were 100% sure are incorrect before selecting the answer you think is right. If you can cross off one or more of the answers, then even if you aren’t completely sure, you are narrowing in on the right one!
  5. For questions with “all of the above,” “none of the above,” or true-false questions, watch out for the key words and qualifiers that will make any individual answer true or not true. One “different” answer will help narrow your choices.
  6. Read True or False answers word for word. If you read too quickly, you may “correct them” in your head.
  7. Likewise, do not select “none of the above” if you are fairly certain that one of the answers is actually true.
  8. Read every answer in a multiple choice question. If you don’t you’re likely to answer the first “possible” answer instead of choosing the “best” answer.


  1. If you encounter an essay question, stay on point. Write clearly and answer the question(s) asked. In the body of the question, put a number next to each of the questions asked, if there are several. Cross them off as you address each one.
  2. If you have time, sketch a quick outline. Break out the essay question(s) and address each one with brief information to support your answer. Give examples and illustrations to explain and support your answer(s).
  3. Budget your time. If you have 20 minutes to write your answer, don’t spend 15 minutes giving background on the topic before you get to the actual answer(s).
  4. Write in clear, concise language. Flowery filler won’t distract your instructor. Remember, your instructor wants you to do well. Write clearly and make it simple for him or her to give you a good grade.

Psychomotor Skills

  1. Take the time to use the information they give you. Sometimes you will know exactly what they expect you to do before you walk into the room, while other times the scenario may be completely unknown to you. Don't make the mistake of setting yourself on track for what you think you were supposed to do and remaining blind to what’s actually going on around you.
  2. Familiarize yourself with the resources available to you to perform the skill(s). Use anything available (including any “helpers”), but remember that you don't have to use everything in the room. There is often additional equipment you won't need. Feel free to ask questions to gain further information if appropriate.
  3. Verbalize AND perform the skill. A common mistake is for a student to either verbalize part of a skill, but not actually perform it, or to visualize performing something in their head (like considering whether a patient is critical or not critical) but forget to let the evaluator know.
  4. Don't be afraid to correct something. Whether it’s a major or minor issue, whether it is something you did incorrectly or failed to do, or even if it is something that you notice a “helper” doing that must be fixed, take a moment to correct it. Feel free to verbalize the issue: “I realize I forgot to ask the patient whether they are on any medications. I would like to do that at this time.”
  5. Keep moving forward. If you feel that you've made a mistake, don't let it throw you off. If you can, take a moment to correct the issue, but maintain your momentum and keep moving forward with the station. You are not just testing, you are preparing for real-life scenarios, so get comfortable with yourself as a provider who corrects mistakes and continues care to the best of their ability.

Whether you are taking a pop quiz, being tested on all the new psychomotor skills you’ve learned, or are taking the National Registry exam, the best thing you can do is study smart and be prepared, relaxed, and confident. Having these tips at the ready will help you to test the best you can.

The 2018 SIMLAB® Catalog is now available from Nasco Healthcare.
Students trained in CPR and first aid are given pagers so they can go on calls with EMTs, gaining field experience while earning their certificates.
Missouri Southern's initiatives teach students CPR, bleeding control and other key measures.
Why it’s important to have EMS providers conducting EMS research.
Instructor, writer and paramedic Hilary Gates to guide EMS World Expo.
Psychological First Aid and Mental Health First Aid can provide the skills needed to help these patients.
A new approach may help guide lesson plans and learning outcomes for psychomotor skills development.
A July celebration helped honor GPSTC’s work in preparing providers.
The California Association of Air Medical Services (Cal-AAMS) is offering free continued training and education for the Air Medical and Critical Care Transport communities.
The agencies will collaborate in the training for several weeks to improve interoperability skills in the event of a mass casualty incident.
Keynote speaker Dan Batsie calls for a cultural revolution in how we groom educators.
Multiple agencies participated in a simulated drill involving an airplane crashing in a lake near the airport after missing the runway.
Naples had its first simulated hurricane exercise in years in preparation of potentially impending strong hurricanes this season.
The Early Childhood Healthy Living Program grant will help schools implement educational courses focusing on anti-drug messages and resource provisions.
FEMA was pleased with the success of the emergency responders' ability to handle the three presented scenarios, including an 18-wheeler carrying chlorine that caught fire on the highway and a swift water rescue.