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ABVP
Item Writing Guide
Equine RVS
Version: 8/24/2018
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Introduction
This guide is meant to familiarize you with:
1. How to write an acceptable ABVP Exam Item. These are the materials covered by the Exam Item
Workshop or webinar.
2. Logistics of creating an Exam Item Word document for you to upload onto your ABVP.com
portal.
3. The actual uploading into the www.ABVP.com portal is covered in the Maintenance of
Certification handbook located under the Forms and Documents tab in your portal.
You must have attended an Item Writing Workshop at an ABVP Symposium or successfully completed
the on-line Item Writing webinar (located at www.ABVP.com >>Form and Documents) to be able to
create exam items.
Contents
Introduction .................................................................................................................................................. 2
Materials Needed.......................................................................................................................................... 4
Item Writing Guide ....................................................................................................................................... 6
Concepts and techniques in writing a good examination item .................................................................... 7
Purpose ..................................................................................................................................................... 7
Definitions ................................................................................................................................................. 7
Item ....................................................................................................................................................... 7
Stem ...................................................................................................................................................... 7
Options .................................................................................................................................................. 7
Types of Exam Items ................................................................................................................................. 7
Multiple Choice (MC) Items .................................................................................................................. 7
Fill In The Blank (FITB) ........................................................................................................................... 9
Complex Multiple Choice .................................................................................................................... 10
Clinical Vignette .................................................................................................................................. 10
Situational Set ..................................................................................................................................... 12
Item Cognitive Complexity . . . ................................................................................................................ 13
Level 1 . . . Recall ................................................................................................................................. 13
Level 2 . . . Application ........................................................................................................................ 13
Level 3 . . . Evaluation/Analysis ........................................................................................................... 13
Item Writing Suggestions ........................................................................................................................ 14
Suggestions for all parts of the exam item ......................................................................................... 14
The Stem ............................................................................................................................................. 15
Options ................................................................................................................................................ 16
Summary of Item Writing Suggestions ............................................................................................... 17
Logistics ................................................................................................................................................... 18
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Guidelines for Submitting Illustrations with Items ................................................................................. 18
Attachment limitations ....................................................................................................................... 19
Security ................................................................................................................................................... 19
Using the macro-enable Word Document to create your Exam Item ........................................................ 20
Definitions ............................................................................................................................................... 20
Sequence of Events ................................................................................................................................. 20
The Exam Item Creator Word Template in Detail ................................................................................... 20
Attachment limitations ....................................................................................................................... 33
Uploading your Item on your ABVP.com portal ......................................................................................... 48
ABVP ExamSoft Categories ......................................................................................................................... 49
RVS: Equine Normal Values ........................................................................................................................ 73
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Materials Needed
1. The current keyword list (attached). These keywords are also termed ‘categories’ or ‘tags’. Our
current ExamSoft testing software is created and maintained by ExamSoft and they use the term
category internally. Keywords are used to filter exam items to match the current Job Content
Analysis (JCA). The JCA is performed every 5 to 10 years and is mandated by the AVMA. The goal
of the JCA is to align what Diplomates of Specialty Organizations, including ABVP, are performing
in their practice with the credentialing and examinations for new candidates. These tasks are for
ALL the ABVP RVS groups and many will not pertain to your recognized veterinary specialty
(RVS, formerly known as Practice Group).
2. Your references. Each ABVP RVS Regent periodically reviews their RVS reading list of texts and
journals for exam item reference. This list also serves as the study guide for examinees. PLEASE
NOTE that journals must be within the last five (5) years of the time you write your exam item.
Additionally, except for review articles such as Elsevier’s Veterinary Clinics, the exam item must
be written from the abstract of the journal article.
3. (Optional) ABVP supplies a RVS normal values list (attached) to aid you in writing exam items
where the exam takers need to determine any abnormalities. Writing these type of exam items
is typically an ‘application’ or ‘analysis’ cognitive level. This normal value list is supplied to
examinees during the exam so you DO NOT need to copy/paste normal
values into your exam items.
4. (Optional) If you are supplying an image or video that is part of the exam
item for the examinee to view, have these located in a folder on your
computer for ease of retrieval. These attachments have a size limit. If your
image is too large, please resize it before attaching the image to the exam
item. Avoid PDF images since they take longer to load for the examinee and
require the examinee to have preinstalled a PDF reader on their computer.
a. You can only upload one (1) image. If you have 2 images, please use a program such as MS
Paint or similar program to stitch the images into 1 image.
File Type Limit
GIF, JPG, JPEG, PNG 3 MB
PDF (Avoid) 20 MB
RTF 5 MB
Audio: MP4(audio), MP3 15 MB
Video: AVI, MOV, MP4 150
5. A method to capture the reference. ABVP requires that the correct answer reference be
included in the Word document. ABVP requires only the one (1) or two (2) sentences that
support the correct answer be included. DO NOT scan a whole page or document for your
reference. Scanned images of the incorrect reference are appreciated but not required. Having
the scans done ahead of time and centrally located on your computer will save you time in
creating your exam item.
6. The Word document template is located at www.ABVP.com >>Forms and Documents. Save this
to your computer’s desktop or dedicated folder on your computer.
You can only attach
one image into the
exam item.
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7. A dedicated folder on your computer to store the individual Word documents. Each exam item
you create will have an individual Word document. So, if you write 35 exam items, you will have
35 individual Word documents. Having a central location for these will facilitate your upload.
8. Access to your www.ABVP.com portal Exam Item upload site. If you have created a Maintenance
of Certification (MOC) application, you will already have access. A MOC application is required
for recertification in years 8, 9 and 10. If you are creating exam items in years 1 through 7,
please contact the Main Office ([email protected]) for instructions on how to accomplish that.
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Item Writing Guide
Concepts and techniques in writing a good examination item
Copyright 2018.
All rights are reserved. No part of this publication may be reproduced or transmitted in any form or by
any means, whether electronic or mechanical, including photocopy or recording, or any information
retrieval system, without written permission from the American Board of Veterinary Practitioners.
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Concepts and techniques in writing a good examination item
Purpose
The purpose of this section is to familiarize the reader with the overall process of writing an item
suitable for inclusion in the examinations developed by the American Board of Veterinary Practitioners
(ABVP).
It is not designed to be a comprehensive discussion of item writing, nor examination development.
Included in this guide are discussions on:
1. item types
2. item cognitive complexity together with
3. item writing suggestions.
The cornerstone of any examination program is the individual examination item (aka ‘the question’).
Each item must be linked to a specifically required area of work or practice. Every five to ten years, ABVP
Produces a Job Content Analysis (JCA) which establishes detailed assessments of the conditions,
activities, and modalities that a clinical specialist should know. This Job Content Analysis is the basis and
justification for the blueprint used for the examination. All items should be linked directly to the
blueprint.
Definitions
While unique terminology is introduced throughout this document, a prerequisite comprehension of
the following key terms is important to establish uniformity:
Item
the entire question, including the stem and options. In multiple-choice testing it is customary to
speak of test “items” rather than questions, since items may be presented in the form of statements
rather than questions.
Stem
the statement, question, chart, or graph portion of an item. The stem of the item should clearly
present the central problem or idea.
Options
all offered answers to the item, including the distractors (the incorrect answers), and the key (the
one correct, best answer).
Types of Exam Items
Multiple Choice (MC) Items
All ABVP multiple choice items have three options — one (1) key, and two (2) distractors.
One Best Response type MC
This is the traditional and most prevalent type of multiple-choice item. All items will fit this format,
or one of the variations thereof, described in this section. The one best response item type consists of a
stem, followed by a series of possible answers or completions, called options.
Stem
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Which cranial nerves compose the afferent and efferent limbs of the pupillary light reflex?
Options
1. Optic and Oculomotor nerves
2. Optic and Abducent nerves
3. Trigeminal and Facial nerves
In this type of item, the instructions to examinees emphasize the importance of selecting the “one
best response” from among those offered. In answering these items, the examinee is further instructed
to look for the best or most appropriate choice and to discard others that may appear plausible, but are
less applicable.
The two primary formats of the one best response item type are the Direct Question and the
Incomplete Statement, as shown in the following examples.
Direct Question
In the treatment of diabetic ketoacidosis, it is important to monitor for which of the following
complications?
A. hypokalemia and hypophosphatemia
B. hypercalcemia and hypophosphatemia
C. hypokalemia and hypercalcemia
Incomplete Statement
The urethral anchoring structures include:
A. ventral ligament and the bilateral ischiocavernosus/ischiourethralismuscles.
B. ventral ligament, dorsal ligament, and bilateral retractor penile muscles.
C. dorsal ligament and the bilateral bulbourethralis muscles.
The most important route of infection of Toxocara in kittens is:
A. transmammary.
B. transplacental.
C. fresh feces.
Barring local laws to the contrary, an unvaccinated cat exposed to rabies virus should be quarantined
for:
A. 10 days.
B. 45 days.
C. 6 months.
When performing a perineal urethrostomy, the accessory sex gland(s) used as the proximal landmark for
the length of the urethral incision is(are) the:
A. bulbourethral gland.
B. prostate.
C. seminal vesicles.
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Contrast and Compare
as Direct Question . . . as Incomplete Statement . . .
When repairing a distal diaphyseal When repairing a distal diaphyseal
fracture of the humerus, what nerve fracture of the humerus, the nerve that
may be encountered passing through may be encountered passing through
the supracondylar foramen just the supracondylar foramen just proximal
proximal to the medial epicondyle? to the medial epicondyle is the:
A. median nerve A. median nerve.
B. radial nerve B. radial nerve.
C. caudal cutaneous antebrachial nerve C. caudal cutaneous antebrachial
nerve.
as Direct Question . . . as Incomplete Statement . . .
What factors in the classic coagulation In the classic coagulation cascade, the
cascade are included in the common pathway? common pathway includes factors:
A. I, II, V, X A. II, VII, IX, X
B. II, VII, IX, X
C. V, VII, IX, XII
B. V, VII, IX, XII
C. I, II, V, X
Use either a Direct Question or an Incomplete Statement as the item stem; whichever seems more
appropriate for effective presentation. If neither form of presentation is clearly preferable, simply select
the style that you can handle most effectively. Those inexperienced in writing multiple-choice items may
find that they produce technically superior items when writing direct questions, rather than using the
incomplete statement approach. The direct question may induce the item writer to produce more
specific options.
Fill In The Blank (FITB)
A limited number of Fill in the Blank questions, selecting from the options given, are acceptable.
Most of these items could be better written as either a direct question or incomplete statement —
including the example below. Rarely does this format allow the clearest possible presentation of the
stem.
Fill in the Blank Example
The ________________ forceps cause the least amount of tissue trauma.
A. Brown-Adson
B. Smooth Thumb
C. Kelly
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Complex Multiple Choice
Complex multiple-choice (CMC) items begin with a stem, followed by three or four true-false
statements, responses, or completions (called elements), and ending with three lettered options
containing various combinations of the elements. The stem may take the form of a direct question or an
incomplete statement. When designing the elements, special care must be taken to ensure that each is
unequivocally true or false. Probability estimates or judgments, upon which experts might disagree,
should — without exception — be excluded.
Stem . . .
Which of the following drugs require a DEA license?
Elements . . .
1. Diazepam
2. Ketamine
3. Acepromazine
Options . . .
A. 1 and 3 only
B. 1 and 2 only
C. 2 and 3 only
With CMC items, examinees are confronted with an all or none situation. They may be able to
recognize one element as correct, but will only receive credit when the option that includes all of the
correct elements is chosen. To minimize the potential advantage to be gained through guessing,
elements should be combined in a logical fashion. It is often desirable to equalize the number of times
each element appears in the options, as shown in the previous example. Avoid the temptation to
include all elements as an option (c. l, 2, and 3), as “testwise” examinees can often recognize this as a
cue to the correct answer. CMC items should be used sparingly, and in fact, should be limited to one (1)
or two (2) per two hundred (200) items.
Clinical Vignette
A direct question or incomplete statement may be preceded by a template of data used to create a
clinical scenario called a vignette. Clinical vignettes enhance the validity of the test, keep the test
focused on important information, and allow candidates to effectively use memorized data in their
thinking and reasoning processes.
Data templates may be of varying length and could include some, or all, of the following: age,
gender, history, clinical signs, examination findings, diagnostic study results, initial treatment,
subsequent findings, etc.
Sample templates
• A (patient description) has (clinical signs). Which of the following tests would most likely
establish the diagnosis?
• A (patient description) with a history of (condition) is taking (medications). Which of the
following medications is most likely to cause (clinical sign or abnormal test result)?
• A (patient description) has been eating (type of diet). Which of the following conditions is most
likely to occur?
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• A (patient description) exhibits signs of (describe). What is the most likely etiology?
• A (patient description) exhibits signs of (describe). Exposure to which of the following toxic
agents is the most likely cause?
• A (patient description) develops (clinical signs). The laboratory results are:
• (list or arrange data in a chart). Which of the following is the most likely cause?
The stem format following the vignette should be either a direct question or an incomplete
statement.
For example:
• Which of the following is the most likely explanation for these findings?
• Which of the following is the most likely causative organism?
• Which of the following is the most likely diagnosis?
• Which of the following is the most appropriate next step in establishing the diagnosis?
• Which of the following findings will confirm the diagnosis?
• Which of the following is the most appropriate treatment?
• Which of the following is the most likely adverse effect?
• Which of the following is the next step to prevent an epizootic?
• Which of the following is the most appropriate initial (or next) step in management?
• The most likely cause is a lesion in the:
• Laboratory evaluation is most likely to show:
• The patient is at increased risk for development of:
Clinical Vignette Examples
A 7-year-old cat has been eating a low magnesium, urine acidifying dry diet for the past 5 years. Which
of the following conditions is most likely to occur?
A. calcium oxalate urolithiasis
B. hypokalemic polymyopathy
C. nutritional secondary hyperparathyroidism
An 18-year-old cat presents with weight loss and inappetence. You find a creatinine of 4.9 mg/dL (0.8-
2.3 mg/dl), PCV of 19% (30-45%), and total protein level of 8.2 g/dL (5.9-8.5 g/dl). The anemia is
normocytic and normochromic. Erythropoietin treatment fails to increase the PCV after 12 weeks, but
the WBC count rises from 8,372/microliter to 32,425/microliter (5,500-19,500/microliter). The
neutrophil count is 31,078/microliter. Which of the following is the most likely explanation for these
findings?
A. The anemia is associated with inflammatory or infectious disease rather than chronic renal
failure.
B. The erythropoietin is causing erythroid and myeloid proliferation, but this cat has a maturation
defect in the erythroid precursors.
C. Anti-erythropoietin antibodies have developed.
A 2-year-old indoor/outdoor cat presents with iritis, anterior uveitis characterized by keratitic
precipitates, and exudative chorioretinitis. Treatment with clindamycin resolves the inflammation.
Which of the following is the most likely causative organism?
A. Toxoplasma gondii
B. Histoplasma capsulatum
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C. Bartonella henselae
A cat has a confirmed diagnosis of diabetes mellitus. The cat is ketoacidotic, dehydrated, anorexic, and
vomiting. You have initiated intravenous fluid therapy and plan to check a blood glucose every hour for
24 hours. Which type of insulin and route of administration is most likely to normalize blood glucose and
reverse the ketoacidosis?
A. regular insulin given intramuscularly every hour
B. lente insulin given subcutaneously every 4 hours
C. ultralente insulin given subcutaneously every 6 hours
Since several items can be written using the same template of data, clinical vignettes are an
appropriate format for writing Situational Sets.
Situational Set
Examinees are given a short scenario, or item stem, along with a collection of facts or data. They are
then presented with 3 to 5 multiple-choice items regarding recognition and management of the
problem. Each item should be able to stand alone in reference to the situation.
Each item in the set, while relating to the scenario, remains independent from the other(s) in terms
of determining the correct answer. Do not provide a series of interrelated items that supply or suggest
the response to another item within the set. Also, avoid a series of items which build upon one another,
requiring a correct response to one in order to determine a correct response to another.
Situational Set Examples
A 14-year-old neutered male cat presents with weight loss, tachycardia, and vomiting after eating. CBC
and serum chemistry panel show the following: WBC 18.6 thous/uL (5.5-19.5 thous/uL), HCT 30% (29-
45%), BUN 38 mg/dl (15-34 mg/dl), Cr 2.5 mg/dl (0.8-2.3 mg/dl), ALT 325 IU/L (28-76 IU/L), AST 164 IU/L
(5-55 IU/L), and T4 6.8 ug/dl (0.7-5.2ug/dl).
A. Which of the following is the most appropriate initial treatment?
B. oral methimazole
C. surgical thyroidectomy
D. radioactive iodine
Which of the following is the most appropriate diagnostic step?
A. urine analysis
B. serum bile acids
C. free T4
What is the most likely histopathologic abnormality of the thyroid gland?
A. adenomatous hyperplasia
B. follicular carcinoma
C. lymphocytic thyroiditis
Currently our exam software can group situational sets together. But each individual question has the
same stem presented.
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Item Cognitive Complexity . . .
ABVP uses a three-tiered classification system to identify the level of thinking required to respond to
an item. The three levels are recall, application, and evaluation/ analysis. Consider how an examinee
would likely think when formulating a response to the item.
Level 1 . . . Recall
Recall items primarily test the recognition or recollection of isolated information. Such items
predominantly require an effort of memory. They include the recall of specific facts, generalizations,
concepts, principles, processes, procedures, or theories. To simplify, such an item will ordinarily be
asking: “What is X?” Example . . .
Examples
Which of the following is an example of a non-nutritive sweetener?
A. saccharin
B. fructose
C. sucrose
Hypotonic fluids are those with an osmolality of less than about:
A. 200 mOsm/kg.
B. 300 mOsm/kg.
C. 400 mOsm/kg.
Level 2 . . . Application
Application items primarily test interpretation or application of limited data. Such items require
more than simple recall, and therefore, they should include a problem-solving aspect. Items at this level
will ordinarily be asking: “Knowing X to be true, what would you expect to be true about Y?”
Examples
A racing Greyhound dog has a resting heart rate of 90 beats per minute. It is desirable to have the
telemetry monitored heart rate increase no more than 30% during exercise. What is the desired
maximum heart rate?
A. 110
B. 117
C. 127
In the cat, hypercalcemia in the presence of hyperphosphatemia is most often associated with:
A. renal failure.
B. primary hyperparathyroidism.
C. malignancy.
Level 3 . . . Evaluation/Analysis
Analysis items primarily test the assessment of data, problem solving, or the proper alignment of
various elements into a meaningful whole. Items at this level will ordinarily require examinees to make
judgments concerning the effectiveness, appropriateness, or best course of action for a given situation.
Several steps may be required in the thought process of the examinee. Clinical vignettes are very useful
in developing items that require evaluation and analysis.
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Example
A 5-year-old 15 kg mixed breed dog has been treated for diabetes mellitus for the past year with 18
units of NPH insulin once daily. She has had increasing PU/PD and density of her cataracts. The glucose
curve never dropped below 180 mg/dl, with the nadir at 12 hours. Which of the following is the best
course of insulin therapy?
A. twice daily NPH insulin.
B. twice daily ultralente insulin.
C. once daily ultralente insulin.
To write items that assess a particular cognitive level, ask this essential question: “What do I expect
the examinee to do in order to select the correct response?” If you expect the examinee to identify or
recognize, you will generally be writing recall items. If you want the examinee to classify, explain, or
differentiate, you are likely writing application items. If you expect the examinee to formulate, evaluate,
or judge, then analysis items should be the result.
In light of the fact that the majority of items on ABVP examinations are required to be application or
evaluation, authors are encouraged to write items that demand more than just recall.
Item Writing Suggestions
Suggestions for all parts of the exam item
FOLLOW THE STANDARD RULES OF GRAMMAR.
If the stem of the item is a question, and the options are complete sentences, each option should
begin with a capital letter and end with a period. If the options are not complete sentences, they should
begin with a lower-case letter and have no terminal punctuation.
When the stem is an incomplete sentence, end with a colon or no punctuation at all. Begin each
option with a lower-case letter and end with a period.
AVOID IRRELEVANT SOURCES OF DIFFICULTY.
Just as clues to a correct response may be inadvertently incorporated, it is possible to
unintentionally include obstacles. Frequently, mathematical problems are answered incorrectly by
examinees who have reasoned correctly but have erred in their computations. To measure the
understanding of a calculation process, simple (whole) numbers are recommended. Use suitable
professional terminology, but do not use longer, more complicated words when shorter, less complex
words will suffice. Overall, the difficulty of the “average item” should be such that it will be answered
correctly by 55-75% of the examinees. Item writers typically underestimate the difficulty of the items
they produce.
USE AN EFFICIENT FORMAT.
Items should be submitted in the format provided at the end of this guide. The options should be
listed on separate lines, aligned one under another, like the examples in this guide. This makes the
options easy to read and compare. The use of letters in front of the options is preferable to using
numbers, since this avoids possible confusion when numerical options are used in an item.
ELIMINATE IRRELEVANT CLUES.
Irrelevant clues may make the item easier as a whole or may even change the basis upon which the
item discriminates. “Test wise” examinees, who normally would not be able to select the correct option,
may notice the clue and respond correctly on the basis of it.
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Wording similarity, in both the stem and the correct answer, is one of the more obvious clues. Key
words in the stem may be unintentionally repeated verbatim in the correct answer, or a synonym may
be used, or the words may simply sound or look alike.
The phrasing of the correct answer may give it away. Even the most poorly prepared examinees are
able to recognize a familiar phrase or “buzzword.”
When an answer is qualified by modifiers, typically associated with true statements (e.g.,
sometimes, may, usually), it is more likely to be chosen.
Including absolute terms in the distractors may enable examinees to simply eliminate them because
such terms are commonly associated with false statements (e.g., always, never, all, none, only).
Including two options that have the same meaning makes it possible to eliminate both as potential
answers. If two options have the same meaning, and only one answer is to be selected, it is fairly
obvious that they must be incorrect.
AVOID RARE, EXOTIC, AND TEXTBOOK CASES.
Exceptional cases or examples are indeed just that — exceptional — and should, therefore, be
avoided since they do not occur with sufficient frequency to warrant their assessment. Also, these types
of cases may be too specific, by region or location, and as such are not applicable on a national basis.
Textbook cases also encourage rote memorization instead of comprehension. Examinees may get the
item correct even though they lack a solid understanding of the content of their profession.
PROVIDE NORMAL LABORATORY VALUES.
If laboratory values are used in an item, the normal ranges should be given. Our current testing
software has these normal values as an attachment that the examinee can refer to.
If the value is one considered to be common knowledge, be sure that equivalent SI (international)
units are provided as well, where applicable. Because of marked changes between testing laboratories,
try to avoid expecting candidates to know normal blood values. ABVP provides a standardized list of
normal for most species to facilitate this process. Please use this standardized list whenever possible.
The Stem
USE CLEAR AND SIMPLE LANGUAGE.
Unlike other reading material, in which extensive content helps to clarify the meaning of a particular
phrase, a test item must be explicitly clear without benefit of further context.
Sentence structure should be as simple as possible. Complex sentences should be broken up into
two or more separate sentences. Qualifying phrases should be placed near the terms they qualify. The
important elements should generally appear early in the statement of the item, with qualifications and
explanations following.
PRESENT A SINGLE, CLEARLY FORMULATED PROBLEM.
The task set forth in the item stem should be so clear that it is understood without reading the
options. In fact, a good check on the clarity and completeness of a multiple-choice stem is to cover the
options and determine whether or not it can be answered. Avoid “undirected” stems which require the
examinee to read all options in order to understand what the item is asking. Do NOT write questions of
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the form “Which of the following statements about X is correct?” These items are unfocused, and do not
perform well statistically.
AVOID THE USE OF NEGATIVE WORDING.
State the stem of the item in positive form. While negative items cause irrelevant difficulty, they can
also benefit the “test wise” examinee. Examples of this type of questioning are: “Which of the following
is NOT true?” or “Each of the following is true EXCEPT”
USE of “WHAT” vs. “WHICH” in the STEM.
The word “What” implies an absolute answer, therefore, if the correct answer is a fact, use the word
“What.” If the answer requires judgment, or if other answers not listed in the options could be just as
good as a possible answer, use the word “Which.” The word “Which” is used to limit the realm of choice
to the listed options.
PUT AS MUCH OF THE WORDING AS POSSIBLE INTO THE STEM.
Avoid repeating the same material in each of the options. By moving all common content to the
stem, it is possible not only to clarify the problem, but also to reduce the time required to read the
options. Simply moving the common words to the stem may not be adequate. Rewording the entire
item may be necessary.
AVOID EXCESSIVE “WINDOW DRESSING”.
The item should contain only material relevant to its solution, unless determination of relevancy is
part of the problem.
INCLUDE ALL QUALIFICATIONS NEEDED TO SELECT THE RIGHT ANSWER.
State the topic qualifications specifically for each item. Item writers take for granted their own
knowledge of a given topic. Do not assume that different individuals share the same understanding of a
topic’s qualifications.
Options
SELECT AND FORMULATE THE DISTRACTORS WITH CARE.
The distractors are as important as your statement of the problem in the stem. Incorrectness should
not be the sole criterion for a distractor. The difficulty of an item depends largely on the quality of the
distractors. The finer the distinctions to be made in selecting the correct answer from the distractors,
the more difficult the item.
MAKE CERTAIN THAT THE KEY IS CORRECT AND CLEARLY BEST.
There should be ONLY ONE UNQUESTIONABLY correct answer. The intended answer should be the
one that experts would agree is clearly the best. It may also be necessary to include “which of the
following” in the stem to allow for equally satisfactory answers, which have not been included in the
item.
MAKE THE DISTRACTORS PLAUSIBLE TO THE UNINFORMED OR MISINFORMED.
The distractors in a multiple-choice item should be so appealing to examinees, who lack the
knowledge called for by the item, that they select one of the distractors in preference to the correct
answer. The art of constructing good multiple-choice items relies heavily on the development of
effective distractors. The following are a number of things that can be done to increase the plausibility
and attractiveness of distractors.
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• Use the common misconceptions of examinees as distractors.
• State the options in the language of the examinee.
• Use good-sounding words (e.g., accurate, important, etc.) in the distractors, as well as in the
correct answer.
• Make the distractors like the correct answer in both length and verbiage complexity.
• Use extraneous clues in the distractors, such as stereotypical phrasing, scientific-sounding
answers, and verbal associations with the item stem.
• Make the options similar but avoid overly fine discriminations, which are not practically
significant.
• Avoid using options which are opposites of one another. Opposites are inconsistent with the
idea that each option should be plausible, and examinees can eliminate them with only limited
information.
DO NOT USE THE OPTIONS “ALL OF THE ABOVE” OR “NONE OF THE ABOVE.
The inclusion of “all of the above” as an option makes it possible to answer the item on the basis of
partial information, and the chances of guessing the correct answer are increased. Another difficulty
with this option is that some examinees, recognizing that the first choice is correct, will select it without
reading the remaining options. “None of the above” is a poor option because it could almost always be
argued for being a correct answer.
Additionally, the current examination software randomizes all the options making placement of a
particular answer within the question impossible.
MAKE THE OPTIONS INDEPENDENT.
Sometimes a subset of two of the options may cover the entire range of possibilities, so that one of
them must necessarily be correct. In some instances, an option may include one or more of the other
options, so that all of the options in that subset must necessarily be false. By reason of their association,
related options help examinees eliminate wrong answers. Furthermore, options should not be mutually
exclusive, since an examinee can eliminate one of the distractors on that basis alone.
MAKE ALL OPTIONS GRAMMATICALLY CONSISTENT WITH THE STEM AND PARALLEL IN FORM.
Ordinarily, the correct answer is carefully phrased so that it is grammatically consistent with the
stem. Read EACH option with the stem, and ensure that the options are consistent, parallel, and
properly stated.
Summary of Item Writing Suggestions
Ask the following questions about each of your items:
General Consideration
• Is the knowledge or skill measured by this item relevant to acceptable certification-level
performance?
• Does the item test something important to professional practice?
• Is the item stated clearly enough so that the knowledgeable candidate will be able to see the
correct choice without hesitation?
• Are the items presented in the proper format?
• Are normal laboratory values provided?
• Have you avoided irrelevant clues to the correct answer or irrelevant sources of difficulty?
18 | P a g e
The Stem
• Is the stem easy to read?
• Is the sentence structure simple and direct?
• Have you avoided ambiguous words, fuzzy terms, and over-generalizations?
• If you have used a technical term is it the most generally accepted one?
• Is the stem positively stated?
The Options
• Does each choice follow grammatically and logically from the stem?
• Have you selected distractors that are plausible?
• Are the options independent of each other?
• Are the correct answer and distractors parallel in grammatical structure, terminology, length,
and content?
• Have you avoided using professionally acceptable or technical terms in the correct answer that
were not used in the distractors?
• Have you avoided repetitive wording in each of the options that could be moved into the stem?
• Is there only one correct (or best) choice?
• Have you avoided using “all of the above” and “none of the above” as choices?
If you have answered all of these questions “Yes,” then you most likely have written a good item. If
you answered any of the questions “No,” revise the question appropriately. Review your items carefully
before submission to the ABVP office.
Logistics
At least two members of the examination committee will review each item. Their review will
include:
1. suggestions for better wording
2. verification of the correct answer
3. suggestions for better distractors
4. elimination of any bias
5. appraisal of an item’s professional significance or relevance.
Although committee members may need to make minor changes prior to including an item on an
examination, poorly written items that require major revision will NOT be considered acceptable
towards the maintenance of certification (MOC) requirements.
A Word template is available at www.abvp.com in your portal to help you in formatting your
examination items for review. THIS TEMPLATE MUST BE USED!
Guidelines for Submitting Illustrations with Items
Illustrations are encouraged because they help clarify complex data or items, making them more
readable for the examinee. Also, higher levels of cognitive thinking are often required to interpret digital
images, charts, radiographs, and other special imaging. Images are attached to the examination item
within our current testing software.
Exam Takers only have access to one image. If your examination item has two images, you must stitch
them together with a program such as MS Paint.
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Attachment limitations
File Type Limit
GIF, JPG, JPEG, PNG 3 MB
PDF 20 MB
RTF 5 MB
Audio: MP4(audio), MP3 15 MB
Video: AVI, MOV, MP4 150 MB
Security
Security is a crucial issue for all item material, both written and reviewed. Do not show the material
to, nor discuss it with, anyone who is planning to take the examination. When not working with them,
keep the materials in a locked container, in a secure location. Examination Committee members are
asked to sign an Agreement of Confidentiality because the integrity of the exam depends on overall
security.
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Using the macro-enable Word Document to create your Exam Item
Definitions
RVS – Technically each ABVP Practice Group is a Recognized Veterinary Specialty. So this is the Practice
Group for which you are writing the item for.
MOC – Maintenance of Certification. I.e., your recertification.
Cognitive Level – These are Recall, Application, or Analysis. It is recommended that less than 5% of your
questions be of the Recall type.
Group – This is typically the species or family which best describes your item. For example, in the Canine
& Feline RVS, you need select either Feline or Canine as the Group.
Level – Is the item a recall, application, or analysis item?
System – What body system best describes the item? Sometimes there is not a best one choice for this.
Cause – This is the etiology. Sometimes there is not a best one choice for this.
Task – These are items that the JCA identified as tasks that current Diplomates of your RVS perform or
encounter. You will need to choose 3 Tasks per exam item.
Sequence of Events
The Exam Item Creator Word Template in Detail
1. Download the Exam Item Creator Word template from www.ABVP.com >> Forms and
Documents. This template works in both Word for Microsoft Windows and Mac. If Word has
1
• Gather your materials (references, Exam Item Creator Word document from www.ABVP.com, device to capture images, keyword
list, Normals list) as described earlier.
• You need you ABVP ID number (obtain from Main Office).
• (Optional) Create computer folders to hold your images and another to hold your completed Word documents.
2
• Open up the Exam Item Creator Word template and enable the macro. The macro will walk you through all the parts of the exam
item.
• Remember most fields are required. If you are missing a field, you may not be able to proceed through the macro.
• Use spell check when allowed.
3
• Once the individual Word document for your exam item is created, save it on your computer. A designated computer folder will
facilitate retrieval.
• The current systems DO NOT allow videos to be uploaded with your Word document. You need to email those separately. The macro tells you where.
4• Open up your www.ABVP. com MOC application and upload your individual Word documents. Each document must be uploaded
one at a time.
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macros disabled when you launch the program, enable macros. In most cases the macro will
start automatically. If not, Double Click to Run the Program.
∞
2. It will take a couple of minutes to load the files needed to populate the drop-down boxes.
∞
3. The macro is a series of pages that walks you through the creation. For this example, I used
Exotic Companion Mammal (ECM) Practice as the RVS.
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∞
4. Starting at the top of the screen, fill in the blanks.
∞
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5. If your exam item has an image or video attached that the examinee will see while taking the
exam, mark this highlighted box. Please note this is different than a scan of the reference (which
the examinee does not see).
∞
6. Continue filling out the form.
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∞
7. When done, click Next.
∞
8. Step 1 Tab asks the Cognitive Level and Group of your exam item.
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∞
9. Select the Cognitive Level. Remember, ABVP strongly discourages the use of Recall items.
∞
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10. Select the Group. For most RVS, this is the species that the exam item pertains MAINLY to.
(Again, I am using ECM as my example)
∞
11. Clicking on the drop-down box reveals your options for selection.
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∞
12. When done with this screen, click Next.
∞
13. Step 2 Tab asks for System and Cause (i.e., etiology). Sometimes you may have more than one
logical selection. You only get to pick one so pick the BEST choice.
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∞
14. Clicking the drop-down box gives you your choices. Select one.
∞
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15. The same procedure is used for the Cause drop-down box. Select one.
16. When done on Step 2 Tab, click Next.
∞
17. Step 3 Tab asks you to select 3 tasks associated with your exam item. These tasks were
identified on your RVS’ JCA. You must select 3!
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∞
18. Clicking on the drop-down box reveals your choices. Select one for each drop-down box.
∞
19. These drop-down boxes do autofill when you start typing.
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∞
20. If you do not select 3 Tasks, you cannot proceed.
21. Once you have selected 3 tasks, click Next to proceed.
∞
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22. Step 4 Tab asks for you to type the stem of the exam item.
∞
23. Please spell check when available.
24. When done, click Next to proceed.
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∞
25. If you selected to attach an image (See Start Tab description above), Step 5 Tab asks you to load
the image. A couple of notes:
a) Videos cannot be embedded in the macro and must be emailed separately. The email address is
displayed in the macro.
b) For images, the following are size limits that our current Exam software allows. Please resize
your attachment to meet these parameters. PLEASE DO NOT ATTACH PDF images, convert them
to GIF, JPG, JPEG, or PNG first. Opening PDF files by the examinee can take some time during the
exam and requires that the examinee have a PDF reader already installed on their computer.
c) You can only upload one image for the exam taker to view. If you have 2 or more images, use a
program such as MS Paint to stitch the images into one image. Then upload that image.
Attachment limitations
File Type Limit
GIF, JPG, JPEG, PNG 3 MB
PDF (Avoid) 20 MB
RTF 5 MB
Audio: MP4(audio), MP3 15 MB
Video: AVI, MOV, MP4 150 MB
∞
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26. Click Upload button
∞
27. A standard File Open box will open. Direct it to your computer folder where your images reside
and select the image.
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∞
28. You will now see the path to the image. If it looks correct, click Next to proceed.
∞
29. Step 6 Tab includes typing the correct answer and typing the reference (the scanned image part
comes on the next tab).
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∞
30. Again, use the spell check function.
∞
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31. The highlighted area is prepopulated with your RVS reading list.
∞
32. Clicking on the box will show you your choices. Here is the drop-down box populated.
∞
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33. If you select a textbook, you only need to add the volume and page number(s) of your
reference.
∞
34. If you select a journal, you must add in the year of publication. There is only a 5 year look back
period. So, journals that are more than 5 years old (starting with the immediate preceding year
to the January 15th submission deadline), cannot be used as a reference!
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∞
35. If you do not fill out all fields, you cannot proceed.
36. Once completed, click Next to proceed.
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∞
37. Step 7 Tab is where you upload the required scan of your correct answer reference. Again, we
only need the one to few sentences that supports your answer. DO NOT send us a whole page
or whole article. Click the Upload Image file button.
∞
38. A standard File Open box appears. Direct it to the image you wish to upload and select Open.
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∞
39. An image is required. If one is not supplied, you cannot proceed. Once successfully completed,
click Next to proceed.
∞
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40. Step 8 Tab is entry of one of your two incorrect answers (the other incorrect answer is inputted
at Tab 10). Again, use spell check.
41. For Steps 8 and 10, adding a reference is OPTIONAL. If you are supplying a reference, follow the
directions that were used in Step 6 Tab.
Once completed, click Next to proceed.
∞
42. If you did supply a reference in Step 8 Tab, please upload the scanned image in Step 9 Tab using
the same directions as outlined in Step 7 Tab (uploading the correct answer reference scan).
Click Next to proceed.
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∞
43. Step 10 and 11 Tabs are repeated for your second wrong answer. Use the same instructions as
Steps 8 and 9 Tabs above.
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∞
44. Once completed, click Next to proceed to the Submit screen
∞
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45. Select the location for your Word document. As mentioned, having a central folder for this will
facilitate the process.
∞
46. Click the SUBMIT button to create the individual Word document.
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∞
47. If successful, the macro will tell you. Click OK to proceed.
∞ 48. You have the option of creating another exam item. Select Yes or No.
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∞
49. The finished individual Word document looks like below. DO NOT CHANGE THIS FORMATTING!
This formatting is needed to upload the exam item into our current Exam software.
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Uploading your Item on your ABVP.com portal
The steps to upload individual exam item documents is as follows:
1. Log into your portal at www.abvp.com. If you do not know your user ID and password, please
contact the Main Office.
2. Create a Maintenance of Certification (also known as recertification) application for your RVS.
3. Details on how to upload exam items is located in the MOC handbook at
http://abvpprod.blob.core.windows.net/sitedocs/Maintenance%20of%20Certification/01%20M
OC%20Handbook%202018_FINAL.pdf .
a. The pertinent information starts on Page 17 (2018 version)
4. The 2018 Exam Item Creator macro now embeds your required reference in the document and
an additional upload of the required reference is NO LONGER REQUIRED!
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ABVP ExamSoft Categories
Categories are ExamSoft’s term for keywords.
The ExamSoft categories (aka keywords) align with the 2018 Job Content Analysis (JCA) which is
mandated by the AVMA. The plan is that highly used JCA items can be easily matched with exam items
and placed on the appropriate RVS Exam.
The general scheme of the exam item categories is:
RVS-Group-Level-System-Cause-Tasks/Tags
The current ExamSoft categories are:
RVS Group
Avian Anseriformes
Galliformes (non-poultry)
Poultry
Columbiformes
Strigiformes
Falconiformes
Psittaciformes
Passerformes
Beef Bovine-Beef
Canine_Feline Canine
Feline
Dairy Bovine-Dairy
ECM Ferret
Guinea Pig
Misc ECM
Rabbit
Rodentia
Rep_Amph Amphibian
Chelonian
Crocodilian
Lizard
Snake
Swine_Health Swine
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Food_Animal Bovine-Beef
Bovine-Dairy
Goat
Sheep
Swine
Feline Feline
Shelter_Med Canine
Feline
Rabbit
Equine
Amphibian
Avian
Bovine
Ferret
Goat
Guinea Pig
Misc Shelter Med
Reptile
Rodentia
Sheep
Swine
Level Recall
Application
Analysis
System Behavior
Cardiovascular
Endocrine
Gastrointestinal
Hemolymphatic
Integument/Mammary
Musculoskeletal
Nervous
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Oral/Dentition
Reproductive
Respiratory
Special senses
Urogenital
SMP-Animals and Public Policy
SMP-Behavioral Health
SMP-Communication
SMP-Community and Public Health
SMP-Companion Animal Homelessness
SMP-Research and Critical Review
SMP-Shelter Management
Cause Genetic
Immunologic
Infectious - Bacterial
Infectious - Fungal
Infectious - Misc.
Infectious - Viral
Management/Environment
Metabolic
Nutritional
Pathologic
Pharmacologic
Regulatory
Sub-Optimal
Toxicologic
Zoonotic
Trauma
Neoplasia
Tasks. Tasks are additional searchable items for an exam item. We will add to this list as needed. To
avoid duplication, ExamSoft will have only one instance of the task although each RVS JCA will have only
an RVS specific subset of this master listing.
Abomasal ulcer
Abortion
Abrasions
Abscess
Acetaminophen toxicity
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Acid/base disorders
Acne
Acquired & congenital disorders of cardiac blood flow
Acquired and congenital disorders of cardiac blood flow
Acquired defects of cardiac blood flow
Acral Lick Dermatitis
Acromegaly
Acromegaly
Actinobacillosis
Actinobacillosis pleuropneumoniae/suis
Actinomycosis
Acupuncture
Acute blood loss
Acute colitis/diarrhea
Acute pancreatitis
Acute renal failure
Adrenal Disease
Aggression
Air sac mites
Air sacculitis
Aleutian Disease Virus (ADV)
Algae growth on shell
Allergic reaction
Alopecia
Ammoniated feed toxicosis
Amyloidosis
Anal Sac Disease
Analgesia
Anaphylaxis
Anaplasmosis
Anemia
Anesthesia and recovery
Angular limb deformities
Animal bites
Animal Welfare
Anorexia
Anthrax
Aortic Stenosis
Arrhythmia
Arthritis
Artificial insemination
Ascites
Aspergillosis
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Asthma
Ataxia
Atherosclerosis
Athletic training injuries
Atopy
Atoxoplasmosis
Atrial thrombosis
Atrophic rhinitis
Aural Hematoma
Autoimmune disorders
Aviculture Consultation
Avipoxvirus
Babesiosis
Bacterial enteritis
Bacterial infections
Barbering
Bartonellosis
Beak avulsion
Beak malocclusion
Beak overgrowth
Beef Quality Assurance
Behavior disorder
Behavioral Problems
Benign Prostatic Hyperplasia
Bile Duct Carcinoma
Bile Duct Obstruction
Bile Peritonitis
Bilious Vomiting Syndrome
Biosecurity assessment
Bite wounds
Blepharoedema
Blindness
Bloat- free gas
Bloat- frothy
Blood Pressure Measurement
Bluetongue
Bordetella bronchiseptica
Bordetellosis
Borreliosis
Botulism
Bovine leukemia virus
Bovine respiratory disease complex
Bovine respiratory syncytial virus
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Bovine Spongiform encephalopathy
Bowel adenocarcinoma
Brachial Plexus Avulsion
Brachycephalic Airway Syndrome
Breeding soundness
Breeding Soundness Examination - female
Breeding Soundness Examination - male
Bronchiectasis
Bronchitis
Brucellosis
Bucked shins
Burns
BVD- reproductive disease
BVD-mucosal disease
BVD-respiratory disease
Cardiac disease
Calcium:phosphorus imbalance/deficiency
Calf diarrhea
Calicivirus
Campylobacter infection
Candidiasis
Canine Coronavirus- Infection
Canine Distemper
Canine Influenza
Capillariasis
Caprine arthritis and encephalitis
Cardiac disease
Cardiology
Cardiomyopathy
Cardiomyopathy- ARVCM
Carnitine Deficiency
Caseous lymphadenitis
Castration
Cataract Surgery
Cataracts
Cattle housing
Cavian leukemia
CBC/Chemistry/UA/Fecal Analysis
Cecoliths
Central Nervous System (CNS) diseases
Cerebellar hypoplasia
Ceruminous Gland Adenocarcinoma
Cervical lymphadenitis
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Cervical vertebral malformation
Cervix Disorders
Cestodes
Chemistry, diagnostic testing
Chemotherapy
Chiropractic
Chlamydia/Chlamydophila spp
Chocolate Toxicosis
Cholangiohepatitis
Cholangitis/ Cholangiohepatitis Syndrome
Cholecystitis
Cholelithiasis
Chondroma
Chordoma
Chromodacryorrhea
Chronic diarrhea/granulomatous enteritis
Chronic interstitial nephritis
Chronic progressive nephrosis
Chronic rhinitis
Chronic sinusitis
Chylothorax
Circovirus infection
Cirrhosis and Fibrosis of the Liver
Clostridia
Clostridial enterotoxemia
Clostridial Enterotoxicosis
Clostridial myositis
Clostridium disease
CNS trauma
Coagulopathy
Cobalamin Malabsorption
Coccidia
Coccidioidomycosis
Coccidiosis
Coelomitis
Cognitive dysfunction
Cold Agglutinin Disease
Colibacillosis
Colic
Coliform mastitis
Colitis
Colitis, Histiocytic Ulcerative
Collie Eye Anomaly
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Congenital defects
Congenital immunodeficiencies
Congenital malformations
Congestive heart failure
Conjunctivitis
Constipation
Constricted toe syndrome
Contagious ecthyma
Coonhound Paralysis
Corneal ulcer
Corona/Rotavirus
Coronavirus
Corynebacterium infection
Coxofemoral luxation
Cranial nerve diseases
Crop burn
Crop stasis
Cryptococcocsis
Cryptorchidism
Cryptosporidiosis
C-section
CSF Collection
CSF Collection - atlanto-occipital
CSF Collection - lumbosacral
CT/MRI
Culture and Sensitivity
Cystic calculi
Cystic Endometrial Hyperplasia
Cystic follicular disease
Cystitis
Cytauxzoonosis
Cytology
Dancing Doberman Disease
Database access/application
Deciduous Teeth, Retained
Decubitus ulcers
Degenerative joint disease
Degenerative Myelopathy
Dehorn
Dehydration
Demodicosis
Dental abscess
Dental Caries ( Cavities)
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Dental disease - acquired
Dental disorders
Dermatitis
Dermatomycosis
Dermatomyositis
Dermatopathy
Dermatophilosis
Dermatophytosis
Dermatoses, Depigment Disorders
Dermatoses, Erosive or Ulcerative
Dermatoses, Exfoliative
Dermatoses, Papulonodular
Dermatoses, Sterile Nodular/Granulomatous
Dermatoses, Vesicuiopustular
Desmitis of suspensory ligament
Developmental orthopedic disease
Diabetes Insipidus
Diabetes Mellitus
Diabetes Mellitus with Ketoacidosis
Diabetic neuropathy
Diaphragmatic Hernia
Diarrhea
Diarrhea
Dietary Management
Dietary Management/Nutraceuticals
Digoxin Toxicity
Discolored Tooth/Teeth
Diseases of pharynx/larynx/trachea
Diskospondylitis
Disorders of micturition
Disseminated Idiopathic Myositis
Disseminated Intravascular Coagulation
DNA sex determination
Downer cow
Drowning (Near Drowning)
Drug toxicoses
Dysautonomia (Key - Gaskell Syndrome)
Dysbiosis
Dysecdysis
Dysphagia
Dyspnea
Dystocia
E. coli
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Ear mites
Early embryo loss
Early embryonic death
Eastern Equine Encephalitis infection
Echinococcosis
Ectoparasites
Ectoparasites
Ectoparasites – flies
Ectoparasites –lice
Ectoparasites –mites
Ectopic pregnancy
Ectopic Ureter
Edema
Ehlers-Danlos-like syndrome
Ehrlichiosis
Ehrlichiosis (PHF)
Elbow Dysplasia
Electric shock
Electric Shock/ Cord Bite Injury
Electrocardiography
Embryo malformation
Embryo mortality
Embryo transfer
Emergency intervention/medicine
Emesis/regurgitation
Enamel Hypoplasia/ Hypocalcification
Encephalitis (EEE, WEE, VEE)
Encephalitozoonosis
Endometrial hyperplasia
Endometrial Venous Aneurysms
Endometritis
Endoparasites
Endoparasites – gastric worms
Endoparasites – intestinal worms
Endoscopy
Endotoxemia
Enteritis
Enterotoxemia
Entropion, Ectropion
Environmental strep mastitis
Enzootic abortion in ewes
Eosinophilic dermatitis
Eosinophilic Enteritis
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Eosinophilic Granuloma Complex
Epididymo-orchitis
Epilepsy Idiopathic Genetic
Epizootic catarrhal enteritis (ECE)
Epulis
Ergot toxicosis
Erysipelas
Esophageal obstruction
Esophagitis
Estrus synchronization
Ethanol Toxicosis
Ethylene glycol toxicity
Exercise- Induced Collapse In Labrador Retrievers
Exercised-induced pulmonary hemorrhage
Exocrine Pancreatic Insufficiency
Exophthalmos
External parasites
Extrauterine pregnancy
Exuberant granulation tissue
False Pregnancy
Familial Shar- Pei Fever
Farm employee training
Fatty liver syndrome
Fears, Phobias, and Anxieties
Feather destructive behavior
Feather mites
Feline acne
Feline Calicivirus Infection
Feline Hyperesthesia Syndrome
Feline Idiopathic Lower Urinary Tract Disease/FLUTD
Feline Immunodeficiency Virus Infection (FIV)
Feline Infectious Peritonitis (FIP)
Feline Ischemic Encephalopathy
Feline Leukemia Virus Infection (FeLV)
Feline Panleukopenia
Feline Paraneoplastic Alopecia
Feline Rhinotracheitis Virus Infection
Feline Tooth Resorption (Odontoclastic Resorption)
Fertility Management
Fibrocartilaginous Embolic Myelopathy
Financial analysis
Fixation- Internal
Flea allergy dermatitis
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Flea Bite Hypersensitivity and Flea Control
Flexural limb deformities
Follicular stasis
Food allergy dermatitis
Food Allergy/ Food Sensitivity
Food Reactions- Dermatologic
Food Reactions- Gastrointestinal
Foot rot
Foreign animal disease
Foreign Body Obstruction
Fracture, beak
Fracture, digit
Fracture, long bone
Fractures
Fungal infections
Fungal toxicoses
Fur ring and paraphimosis
Fur slip
Gallbladder Mucocele
Gapeworm
Gastric dilation and volvulus
Gastric perforation
Gastric ulcers
Gastritis
Gastrointestinal foreign body
Gastrointestinal impaction
Genital abnormalities
Giardia
Gingival Hyperplasia
Gingivostomatitis
Glaucoma
Glomerulonephritis
Glomerulopathy
Gluten- Sensitive Enteropathy in Irish Setters
Glycogen Storage Disease
Goiter
Gossypol toxicosis
Gout
Grape and Raisin Toxicity
Gunshot
Guttural pouch diseases
Haemophilus parasuis
Hairy heel wart
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Health certificates
Health certificates/VFD
Heart disease, acquired
Heart disease, congenital
Heart failure
Heart valve disease
Heartworm Disease
Heat abatement
Heat stress
Heavy Metal Toxicity
Helicobacter mustelae Infection
Hemoglobinuria
Hemotrophic Mycoplasmosis (Haemobartonellosis)
Hepatic disease
Hepatic disease/biliary disorders
Hepatic encephalopathy
Hepatic lipidosis
Hepatic Nodular Hyperplasia
Hepatitis
Herd Health
Hernia, hiatal
Hernias
Herpesvirus
Herpesvirus (Rhinopneumonitis)
Herpesvirus infection
Heterobiharzia- Dogs
Hip Dysplasia
Histiocytoma
Histopathology
Histophilus somnus complex
Histoplasmosis
Hoof trim
Hookworms (Ancylostomiasis)
Hormonal Assays
Horner’s syndrome
Housesoiling
Housing and/or handling facilities
Housing/handling facilities
Hydrocyanic acid poisoning
Hydrometra
Hydronephrosis
Hyperadrenocorticism
Hyperaldosteronism
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Hypercalcemia
Hyperesthesia syndrome
Hyperestrogenism
Hyperglycemia
Hyperkalemia
Hyperkalemic periodic paralysis
Hypernatremia
Hypertension
Hyperthermia
Hyperthyroidism
Hypertrophic Cardiomyopathy
Hypertrophic osteodystrophy
Hypervitaminosis A
Hypervitaminosis D
Hypoadrenocorticism
Hypoalbuminemia
Hypocalcemia
Hypoglycemia
Hypokalemia
Hypokalemic myopathy
Hypomagnesium tetanies
Hypoparathyroidism
Hypophosphatemia
Hypothermia
Hypothyroidism
Hypovitaminosis A
Hypovitaminosis C
Hypovitaminosis D
Icterus
Immune mediated anemias
Immune mediated thrombocytopenia
Immunodeficiency virus
Immunoproliferative Enteropathy of Basenjis
Inappropriate elimination
Inclusion body conjunctivitis
Incontinence
Increased nonproductive sow days
Indigestion
Infectious bovine keratoconjunctivitis
Infectious bovine rhinotracheitis
Infectious bronchitis
Infectious Canine Tracheobronchitis (Kennel Cough)
Infectious disease
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Infectious laryngotracheitis
Infertility
Inflammation
Inflammatory airway disease
Inflammatory bowel disease
Influenza
Inguinal herniation
Injection site fibrosarcoma
Insecticide toxicity
Insulinoma
Interdigital Dermatitis
Interdigital fibroma
Interdigital necrobacillosis
Internal parasites
Internet Technology
Intervertebral Disc Disease
Intestinal obstruction
Intestinal torsion and impaction
Intestinal ulcers right dorsal colitis
Intra-articular fractures
Intussusception
Iodine deficiency
Ionophore/monensin/lasalocid toxicosis
Iron-deficiency anemia
Ischemic encephalopathy
Joint luxations
Juvenile gingivitis
Juvenile Polyarteritis (Beagle Pain Syndrome)
Keratoconjunctivitis
Ketoacidosis
Ketosis
Kidney dysfunction
Knemidokoptes infection
Laboratory- in house
Laboratory-reference
Laboratoy- on farm
Lacerations
Lactation Failure
Lactic acidosis
Lamb dysentery
Lameness
Lameness, chronic
Laminitis
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Laparoscopy
Laryngeal hemiplegia
Lawsonia intracellularis
Lead poisoning
Lead toxicosis
Left displaced abomasum
Leg deformities
Legg-Calve-Perthes Disease
Leishmaniasis
Leptospirosis
Leukemia virus
Leukoencephalomyelopathy In Rottweilers
Lily Poisoning
Listeriosis
Liver biopsy
Liver Disease
Liver torsion
Lizard Venom Toxicity
Lumbosacral Stenosis and Cauda Equina Syndrome
Lung Lobe Torsion
Lupus Erythematosus, Cutaneous (Discoid)
Lupus Erythematosus, Systemic (SLE)
Luxating patella
Lyme Disease
Lymphadenitis
Lymphangiectasia
Lymphocytic choriomeningitis virus
Lymphocytic plasmocytic stomatitis
Lymphoma
Lymphosarcoma/leukemia
Lysosomal Storage Disease
Macrorhabdus ornithogaster infection
Magnesium imbalance
Malassezia Dermatitis
Malignant catarrhal fever
Malignant edema
Malignant hyperthermia
Malnutrition
Mammary Gland Hyperplasia- Cats
Mammary Gland Tumors
Management/environmental related diseases
Mannheimia hemolytica
Marek’s disease
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Marking and Roaming Behavior
Mast cell disease
Mast Cell Tumors
Mastitis
Meconium impaction
Megacolon
Megaesophagus
Megaesophagus- acquired, congenital
Melanoma
Meningoencephalomyelitis, Granulomatous
Metabolic bone disease
Metabolic disease
Metabolic syndrome
Metal toxicity
Metaldehyde Poisoning
Metastatic disease
Methemoglobinemia
Metritis
Metritis-pyometra
Micromineral imbalance
Micromineral imbalance
Milk cultures
Milk equipment analysis
Milk quality analysis
Moldy hay and other mycotoxins
Moraxella catarrhalis
Mucoid enteritis
Mucopolysaccharidoses
Multiple myeloma
Mushroom Poisoning
Myasthenia Gravis
Mycobacterium avium paratuberculosis (MAP)
Mycobacterium infection
Mycoplasma disease complex – bovine
Mycoplasma disease complex – swine
Mycoplasma spp
Mycotic Disease
Mycotoxins
Myeloma
Myelopathy- Paresis/Paralysis- Cats
Myocarditis
Myopathy, Focal Inflammatory- Masticatory Muscle Myositis and Extraocular
Myositis
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Myopathy, Generalized Inflammatory- Polymyositis and Dermatomyositis
Myopathy, Noninflammatory- Endocrine
Myopathy, Noninflammatory- Hereditary Labrador Retriever
Myopathy, Noninflammatory- Hereditary Scotty Cramp
Myopathy, Noninflammatory- Hereditary X-Linked Muscular Dystrophy
Myopathy, Noninflammatory- Metabolic
Myositis/myopathy
Myxomatosis
Nail and Nailbed Disorders
Nasal Dermatoses
Nasopharyngeal Stenosis
Navicular disease
Necrobacillosis
Necropsy
Necrotizing Encephalitis, Breed Specific
Neonatal disorders
Nephritic syndrome
Nephrolithiasis
Nervous ketosis
Neuroaxonal Dystrophy
Neurology
Newcastle disease
Nitrate poisoning
Nitrate poisoning
Nocardia spp
Non-steroidal Anti-Inflammatory Drug Toxicity
Nosocomial infections
Nutrition Counseling
Nutrition management
Nutritional disease
Nutritional disorders
Obesity
Ocular disease
Ocular manifestations of systemic diseases
Ocular trauma
Odontoclastic resorptive lesions
Omphalitis
Oncology
Orchitis
Organophosphate and Carbamate Toxicity
Osteoarthritis
Osteochondritis dissecans
Osteochondrodysplasia
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Osteoma
Osteomyelitis
Osteosarcoma
Otitis
Otitis externa
Otitis media/interna
Otitis media/interna
Ovarian abnormalities
Ovarian cysts
Ovarian Remnant Syndrome
Pain recognition
Pancreatitis
Pancytopenia
Panleukopenia
Panniculitis
Panosteitis
Papilloma, cloacal
Papillomatosis
Papillomatous digital dermatitis
Parasites, blood
Parasites, intestinal
Parasites, skin
Paronychia
Parvovirus Infection
Pasteurella multocida
Patella luxation
Patellar Luxation
Patent Ductus Arteriosus
Pectus Excavatum
Pediatric Behavioral Problems
Pelger- Huet Anomaly
Pelvic Bladder
Pemphigus
Perianal Fistula
Periparturient hypocalcemia
Periparturient hypocalcemia
Peripheral nerve diseases
Peripheral neuropathies
Peripheral vascular disease
Peritonitis, egg related
Peritoneopericardial Diaphragmatic Hernia
Peritoneo-pericardial hernia
Peritonitis
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Phosphofructokinase Deficiency
Physalopterosis
Piroplasmosis
Pituitary disorders
Plague
Plant toxicity
Pleural effusion
Pneumonia
Pneumonia
Pneumothorax
Pododermatitis
Pododermatitis circumscripta (sole ulcer)
Pododermatitis septica (subsolar abscess)
polioencephalomalacia
Polyarthritis
Polycystic Kidneys
Polyomavirus infection
Polyuria
Poor molt
Porcine proliferative enteropathies (Lawsonia)
Pporcine respiratory & reproductive syndrome
Porcine stress syndrome
Portosystemic shunt
Posterior Paresis
Potassium imbalance
Pregnancy diagnosis
Pregnancy toxemia
Preputial prolapse
Primary hyperparathyroidism
Production record analysis
Production Record/Economic Analysis
Prolapse, cloacal
Prolapse, oviduct
Prolapsed Gland of the Third Eyelid (Cherry Eye)
Prolapsed vagina
Proliferative enteritis
Proliferative ileitis
Prostatic Diseases
Prostatic problems
Protozoa
Protozoal myeloencephalitis
Proventicular dilatation syndrome
Pseudopregnancy
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Psittacine Feather and Beak Disease
Psychogenic hair loss
Pulmonary adenocarcinoma
Pulmonary edema
Puppy Strangles (Juvenile Cellulitis)
Pyelonephritis
Pyoderma
Pyometra
Pyothorax
Pyrethrin and Pyrethroid Toxicity
Pyruvate Kinase Deficiency
Pythiosis
Q fever
Rabies
Radiographs
Record analysis
Rectal prolapse
Rectal tears
Recurrent airway obstruction
Red cell aplasia
Reduced farrowing rate
Regurgitation
Renal Calculi
Renal Cysts
Renal disease
Renal disease, chronic
Reproductive disorders
Reproductive exams
Respiratory diseases
Retained fetuses
Retained placenta
Retinal Atrophy
Rhabomyolysis
Rhinitis/sinusitis
Rhinotracheitis
Right displaced abomasum
Right displaced abomasum
Rodenticide Toxicity- Warfarin, Bromethalin
Rotavirus
Rumen acidosis
Rupture of suspensory ligament
Rupture of tendon or ligament
saddle thrombus
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Salivary mucocele
Salmon Poisoning Disease
Salmonella spp
Salpingitis
Salt poisoning
Sarcoid
Sarcoptic Mange
Scrotal plugs
Seasonal Alopecia
Sebaceous adenitis
Secondary hyperparathyroidism
Seizures
Self-mutilation
Sepsis, bacterial
Septicemia
Shell disorders
Shock
Sinusitis
Sinusitis/rhinitis
Snakebite
Solar dermatitis/photosensitization
Sole ulcers
Spinal/vertebral diseases
Splenomegaly
Squamous cell carcinoma
Standard Operating Procedures
Staphylococcus aureus
Staphylococcus spp
Steatitis
Steroid- Responsive Meningitis- Arteritis -Dogs
Stifle injuries
Stomatitis
Stray voltage
Streptococcus agalactia
Streptococcus spp
Subacute rumen acidosis
Subsolar abscess
Surgery - general
Surgery- Incisional
Surgery- Laparoscopic
Surgery-Abdominal
Swimming/floating disorders
Swine influenza
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Systemic lupus erythematosus
Systemic mycosis
Taurine deficiency
Teat/udder injury
Tendonitis/desmitis
Teratogens
Testicular Neoplasia
Tetanus
Thermal burns
Thiamine deficiency
Thrombocytopenia
Thrush
Thunderstorm Phobias
Toxic gases
Toxicosis
Toxins
Toxoplasma spp
Tracheal Collapse
Transfusion medicine
Transitional cell carcinoma
Transmissible gastroenteritis
Transmissible Venereal Tumor
Trauma
Trauma, beak
Trauma, wounds
Trauma/abrasions
Trauma/abrasions/bite wounds
Traumatic reticuloperitonis
Treponema
Triaditis
Trichinosis
Trichobezoars
Trichomonas infection
Tritrichamoniasis/Giardia
Tritrichomoniasis
Tuberculosis
Tularemia
Twinning
Udder cleft dermatitis
Ultrasonography
Ultrasound - Cardiac
Ultrasound - Reproductive tract
Ultrasound - Tendons
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Ultrasound (other organs)
Ultrasound (reproductive)
Ultrasound- Abdominal
Unruly Behaviors: Jumping, Digging, Chasing, Stealing
Urea toxicosis
Urethral Obstruction
Urinary disease
Urogenital injuries
Urolithiasis
Uropygial gland disease
Uterine abnormalities
Uterine adenocarcinoma
Uterine prolapse
Uterine torsion
Uveitis
Uveodermatologic Syndrome
Vaccinations
Vaccine- Associated Sarcoma
Vaccine Reactions
Vacuolar Hepatopathy
Vaginal prolapse
Valvular Heart Disease
Vascular Ring Anomalies
Vasculitis, Cutaneous-Dogs
Verminous pneumonia
Vesicular disease
Vestibular disease
Vibriosis
Viral infections
Viral pneumonia
Vitamin E/selenium deficiency
Water quality associated diseases
West Nile Virus
White line disease
Winter dysentery
Wolfe- Parkinson- White Syndrome
Xylitol Toxicity
Yersinia spp
Zinc Toxicity
Zoonoses
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RVS: Equine Normal Values
Test Units Equine
Red blood count (RBC) x 106/microL 5.63 – 12.09
Hemoglobin g/dL 9.8 – 17.1
Hematocrit % 27.0 – 47.5
Mean corp. volume (MCV) fL 33.5 – 55.8
Mean corp. HGB (MCH) pg 12.2 – 19.3
Mean corp. HGB conc. (MCHC) f/dL 32.4 – 37.4
Red cell dis. Width (RDW) % 20.6 – 29.0
Platelet count x 103/microL 95 – 385
Whte blood count (WBC) x 103/microL 4.1 – 14.3
Segmented neutrophil absolute #x 103/microL 1.7 – 10.4
Band neutrophil absolute # x 103/microL 0.00 – 0.10
Lymphocyte absolute # x 103/microL 0.60 – 6.70
Monocyte absolute # x 103/microL 0.00 – 0.90
Eosinophil absolute # x 103/microL 0.00 – 0.50
Basophil absolute # x 103/microL 0.00 – 0.20
Test Units Equine
Albumin gm/dL 2.4 – 3.7
Alkaline phosphatase Units/L 96 – 385
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Alanine Amino Transferase Units/L 5 – 13
Amylase Units/L 1 – 5
Anion Gap
10 – 24
Aspartate Amino Transferase Units/L 204 – 390
Betahydroxybutyrate mg/dL 1.2 – 4.4
Bicarbonate mmol/L 21 – 33
Bile acids, fasting micromol/L NA
Bile acids, post prandial (or non-fasting) micromol/L 1.2 – 4.4
Bilirubin – Direct mg/dL 0.0 – 0.4
Bilirubin – Total mg/dL 0.2 – 2.2
Blood Urea Nitrogen mg/dL 9 – 27
Calcium mg/dL 10.2 – 13.4
Chloride mmol/L 92 – 107
Cholesterol mg/dL 59 – 125
Corticosteroid-induced Units/L NA
Creatine Kinase Units/L 131 – 548
Creatinine mg/dL 0.4 – 1.9
Iron mcg/dL 98 – 213
Fructosamine (for non-diabetic animals)umol/L 227 – 347
Gamma Glutamyl Transferase Units/L 6 – 32
Globulin g/dL 2.3 – 5.3
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Glucose mg/dL 54 – 118
Haptoglobin mg/mL 0.9 – 5.0
Insulin uU/mL 0.5 – 10.0
Lactate mmol/L 0.60 – 7.97
Lactate Dehydrogenase Units/L 244 – 802
Lipase Units/L 10 – 32
Magnesium mg/dL 1.5 – 2.4
Phosphorus mg/dL 1.4 – 5.9
Potassium mmol/L 3.2 – 5.5
Sorbitol Dehydrogenase Units/L 3.3 – 15.5
TSH ng/mL NA
Free T4-MEIA ng/mL 0.35 – 1.25
Sodium mmol/L 130 – 140
Total T4 mcg/dL 0.5 – 3.1
Total protein gm/dL 5.2 – 8.2
Triglycerides mg/dL 10 – 61
Uric Acid mg/dL 0.1 – 0.6
Values depicted are from several resources and are used for examination purposes only.