The MBE consists of 200 multiple-choice questions: 175 scored questions and 25 unscored pretest questions. The pretest questions are indistinguishable from those that are scored, so examinees should answer all questions. The exam is divided into morning and afternoon testing sessions of three hours each, with 100 questions in each session. There are no scheduled breaks during either the morning or afternoon session.

The 175 scored questions on the MBE are distributed evenly, with 25 questions from each of the seven subject areas: Civil Procedure, Constitutional Law, Contracts, Criminal Law and Procedure, Evidence, Real Property, and Torts.

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Each of the questions on the MBE is followed by four possible answers. Examinees should choose the best answer from the four stated alternatives. Each question on the MBE is designed to be answered according to generally accepted fundamental legal principles, unless noted otherwise in the question. Examinees should mark only one answer for each question; multiple answers will be scored as incorrect. Scores are based on the number of questions answered correctly. Points are not subtracted for incorrect answers.

Examinees have three hours in each session to answer all questions. All answers must be marked on the answer sheet within the three-hour time limit. Once time is called, examinees must put down their pencils; no more marks or erasures are allowed. Examinees will receive credit only for those answers marked on the answer sheet. No additional time will be allowed to transfer answers from a test booklet to an answer sheet, and only answer sheets will be scored.

The Step 1 examination continues to assess content related to the discipline of pharmacology. However, the primary focus of this content will be on the mechanisms of actions of drugs rather than on specific pharmacotherapy, drug-drug interactions, adverse effects, or contraindications of medications.

A 27-year-old woman comes to the office for counseling prior to conception. She states that a friend recently delivered a newborn with a neural tube defect and she wants to decrease her risk for having a child with this condition. She has no history of major medical illness and takes no medications. Physical examination shows no abnormalities. It is most appropriate to recommend that this patient begin supplementation with a vitamin that is a cofactor in which of the following processes?

The Step 1 examination includes items pertaining to the understanding of the principles of biostatistics and epidemiology, including principles of research ethics and regulatory issues.

A study is designed to evaluate the feasibility of acupuncture in children with chronic headaches. Sixty children with chronic headaches are recruited for the study. In addition to their usual therapy, all children are treated with acupuncture three times a week for 2 months. Which of the following best describes this study design?

A 26-year-old woman comes to the physician with her husband for counseling prior to conception. Her mother and three of her five siblings have type 2 diabetes mellitus. She is 170 cm (5 ft 7 in) tall and weighs 82 kg (180 lb); BMI is 28 kg/m2. Her blood pressure is 148/84 mm Hg. Physical examination shows no other abnormalities. Her fasting serum glucose concentration is 110 mg/dL. Which of the following is the most appropriate initial statement by the physician?

A 42-year-old nulligravid woman comes to the office because of a 1-year history of increasingly irregular vaginal bleeding and menstrual cramps. Previously, menses occurred at regular 28-day intervals and lasted 3 days with minimal cramping. During the past year, menstrual periods have occurred at 21- to 28-day intervals and lasted 10 to 12 days with increasingly severe pain. Use of acetaminophen and ibuprofen has provided minimal relief. She used an oral contraceptive from the age of 17 years to 40 years, but she discontinued use after she was diagnosed with deep venous thrombosis of the right lower extremity. She has no other history of serious illness and takes no medications. Her mother and sister underwent hysterectomy at the ages of 39 and 43 years, respectively, because of abnormal uterine bleeding. The patient is 163 cm (5 ft 4 in) tall and weighs 75 kg (165 lb); BMI is 28 kg/m2. Vital signs are within normal limits. Physical examination discloses an enlarged, irregularly shaped uterus with nodularity. Which of the following is the most likely cause of the patient's symptoms?

The patient is brought by his mother because of a 1-month history of bleeding gums after brushing his teeth, increasingly severe muscle and joint pain, fatigue, and easy bruising. His mother says he has lost six baby teeth and has been irritable during this time. Use of acetaminophen has provided minimal relief of his pain. He has autism spectrum disorder. He is not toilet-trained. He has a 10-word vocabulary. Vital signs and oxygen saturation on room air are within normal limits. The patient appears alert but does not speak or make eye contact. Skin is pale and coarse. Examination of the scalp shows erythematous hair follicles. Dentition is poor, and gingivae bleed easily to touch. Multiple ecchymoses and petechiae are noted over the trunk and all extremities. There is marked swelling and tenderness to palpation of the elbow, wrist, knee, and ankle joints. He moves all extremities in a limited, guarded manner. Deep tendon reflexes are absent throughout. It is most appropriate to obtain specific additional history regarding which of the following in this patient?

Copyright 1996-2024 Federation of State Medical Boards (FSMB) and National Board of Medical Examiners (NBME). All rights reserved. The United States Medical Licensing Examination (USMLE) is a joint program of the FSMB and NBME.

Note: The table below features a selection of free-response questions and related scoring information from the 2020 exam. You can find all of the 2020 FRQs and corresponding scoring information in AP Classroom.

To prepare for competition, review these sample buzzer and team challenge questions from previous regional and Finals competitions. For the buzzer questions, you will find examples of easy, moderate, and difficult questions within each category. Also included in the sample buzzer questions are questions specifically about the competition. These questions are meant to aid students in learning the rules of the game.

These sample questions are provided to you as a guide for the level of difficulty for which students should be prepared. These questions should NOT be used as a substitute for studying and preparing for the competition. Please see Team Information for preparation suggestions.

These study resources are provided to help you and your team prepare for competition. These resources will guide you through general ocean science information, lesson plans, and recent research and exciting findings. The NOSB and Ocean Leadership also have marine policy resources to help teams complete their Science Expert Briefings. New resources are added regularly, so please check back from time to time for the latest.

Each question in this section is based on the reasoning presented in a brief passage. In answering the questions, you should not make assumptions that are by commonsense standards implausible, superfluous, or incompatible with the passage. For some questions, more than one of the choices could conceivably answer the question. However, you are to choose the best answer; that is, choose the response that most accurately and completely answers the question.

Laird: Pure research provides us with new technologies that contribute to saving lives. Even more worthwhile than this, however, is its role in expanding our knowledge and providing new, unexplored ideas.

Response (C) is incorrect. The executive does not infer a statistical generalization, which would involve generalizing about a population on the basis of a statistical sample. The executive merely draws a conclusion about the likely occurrence of specific events.

Response (A) is incorrect. (A) asserts that bridges built before about 1907 were unsafe for the public to use because they were built without thorough mathematical analysis. But this conclusion goes far beyond what is established by the passage. The passage gives evidence only about the safety of bridges built before 1907 while they were under construction. It is silent on whether bridges built before about 1907 were safe when open for use by the public. Moreover, the passage indicates that the rules of thumb used in bridge construction before 1907 were abandoned because the use of those rules did not provide adequate assurance of safety for bridges under construction. It does not follow that bridges built using those rules of thumb (those built before about 1907) actually were unsafe, either while under construction or when open for public use.

Response (D) is also incorrect. While the passage suggests that a more rigorous application of mathematical analysis would have prevented the collapse of the bridge, it offers no evidence that it is the only way the collapse could have been prevented. For example, it might have been prevented had corrective measures been taken in time.

The supernova event of 1987 is interesting in that there is still no evidence of the neutron star that current theory says should have remained after a supernova of that size. This is in spite of the fact that many of the most sensitive instruments ever developed have searched for the tell-tale pulse of radiation that neutron stars emit. Thus, current theory is wrong in claiming that supernovas of a certain size always produce neutron stars.

Response (C) reports that the supernova of 1987 was the first supernova that scientists were able to observe in progress. This information has no direct bearing on the question of whether this event produced a neutron star and thus cannot be used to strengthen the argument that the current theory is wrong. 152ee80cbc

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