Few families return permission forms for a school program. The team wants to understand where participation breaks down. Which evaluation question best addresses that need?

How were forms delivered and what barriers did families report?

How much disease would occur without the program?

How many instrument sets were originally purchased?

Did disease prevalence decline after five years?

A school team issued 60 referrals and confirmed that 24 participating children completed the designated follow-up visit. Which report correctly distinguishes the measures?

60 referrals issued; 24 follow-up visits confirmed

84 completed visits across both stages

60 completed follow-up visits; 24 children referred

40% of all children in the school completed follow-up

After explaining a referral, an educator wants to use teach-back. Which request best fits?

Please tell me in your own words how you will arrange the visit.

Can you promise that you will remember this next month?

Please read the referral sheet aloud exactly as printed.

Do you understand everything on the referral sheet?

During teach-back, a caregiver describes the wrong next step. What should the educator do next?

Explain the step differently, then check understanding again

Record failure and end the explanation

Repeat the same wording faster to save time

Ask for a signature as evidence of understanding

A team is choosing among school sites for a sealant program. Which information most directly helps align site selection with the program population CDC describes?

Caries-related need and barriers to obtaining private care

Which school can supply the largest publicity photograph

Which school already has the most private dental appointments

Which school offers the shortest commute for staff

A program has reliable counts of missed appointments but little understanding of why families miss them. Which addition would best address that unanswered question?

Ask affected families about their experiences and barriers

Assume all absences reflect a rejection of prevention

Rename missed appointments as completed referrals

Recalculate the same counts to more decimal places

Two sites report referral completion, but one counts appointments scheduled and the other counts visits attended. What should happen before combining their percentages?

Agree on the event definition and denominator, then reconcile the data

Use whichever percentage is higher for the combined report

Average the percentages without examining their definitions

Multiply the two percentages to adjust for different events

An evaluation finds that families cannot act on a referral because instructions omit the scheduling contact. Which next step best uses the finding?

Revise the instructions and reassess the selected follow-up measure

Archive the report without changing delivery

Treat the logic model as proof that the barrier is resolved

Claim the program has already improved health outcomes

At one survey visit, 40 of 200 examined participants have a defined condition. Onset dates are unknown. Which measure can be calculated from these data?

Incidence rate of 20 per 100 person-years

Annual incidence proportion of 20%

Dentovio

Loading…

Dentovio

NBDHE · Free practice questions

NBDHE practice questions: Community health and research principles

Ten original NBDHE practice questions on community health and research principles, each answered on this page with a rationale and a source.

Last updated 2026-09-08

Question 1 of 10
Few families return permission forms for a school program. The team wants to understand where participation breaks down. Which evaluation question best addresses that need?
Show the answer
Answer B: How were forms delivered and what barriers did families report?
This examines the delivery process and obstacles to participation. Why the other choices do not fit: A: That counterfactual concerns impact, not the immediate implementation issue. C: This input count alone does not explain form delivery or family barriers. D: That asks about a later outcome rather than the current delivery problem.
Common trap: Choosing an outcome measure before understanding implementation.
Source: CDC Evaluation Framework 2024
Question 2 of 10
A school team issued 60 referrals and confirmed that 24 participating children completed the designated follow-up visit. Which report correctly distinguishes the measures?
Show the answer
Answer B: 60 referrals issued; 24 follow-up visits confirmed
Issuing a referral and confirming a completed follow-up are distinct events. Why the other choices do not fit: A: Adding referral events to completed visits double counts different stages. C: This reverses the stipulated events. D: 24 of 60 describes the referred group; the total school denominator is not given.
Common trap: Combining different stages under one completion label.
Source: CDC School Sealant Programs
Question 3 of 10
After explaining a referral, an educator wants to use teach-back. Which request best fits?
Show the answer
Answer A: Please tell me in your own words how you will arrange the visit.
An own-words explanation makes understanding observable and allows clarification. Why the other choices do not fit: B: A promise about memory is not an explanation of the current plan. C: Verbatim reading need not demonstrate understanding. D: A yes/no answer provides little evidence of understanding.
Common trap: Replacing understanding with yes/no agreement.
Source: AHRQ Teach-Back Method
Question 4 of 10
During teach-back, a caregiver describes the wrong next step. What should the educator do next?
Show the answer
Answer C: Explain the step differently, then check understanding again
Teach-back checks the clarity of the explanation and supports another attempt. Why the other choices do not fit: A: The method is an opportunity to clarify, not a pass/fail memory test. B: Faster repetition does not address the observed misunderstanding. D: A signature does not demonstrate comprehension of the step.
Common trap: Treating teach-back as a test of the listener.
Source: AHRQ Teach-Back Method
Question 5 of 10
A team is choosing among school sites for a sealant program. Which information most directly helps align site selection with the program population CDC describes?
Show the answer
Answer A: Caries-related need and barriers to obtaining private care
CDC describes the programs as reaching children at higher risk who may lack access to private care. Why the other choices do not fit: B: Publicity is not evidence of oral-health need or access barriers. C: High existing access alone does not identify the access barriers described. D: Convenience does not establish the intended population need.
Common trap: Choosing delivery convenience as a proxy for community need.
Source: CDC School Sealant Programs
Question 6 of 10
A program has reliable counts of missed appointments but little understanding of why families miss them. Which addition would best address that unanswered question?
Show the answer
Answer B: Ask affected families about their experiences and barriers
Qualitative information can address reasons that event counts alone do not explain. Why the other choices do not fit: A: That assigns a cause without gathering supporting evidence. C: Changing the label would misrepresent the event. D: Extra precision does not add information about the reasons.
Common trap: Expecting numeric event counts to explain every cause.
Source: CDC Evaluation Framework 2024
Question 7 of 10
Two sites report referral completion, but one counts appointments scheduled and the other counts visits attended. What should happen before combining their percentages?
Show the answer
Answer D: Agree on the event definition and denominator, then reconcile the data
Unlike measures cannot be combined as if they represented the same event. Why the other choices do not fit: A: Selecting the higher number introduces a misleading summary. B: A common label does not make different events comparable. C: Multiplication does not reconcile incompatible definitions.
Common trap: Assuming identical labels imply identical measures.
Source: CDC Evaluation Framework 2024
Question 8 of 10
An evaluation finds that families cannot act on a referral because instructions omit the scheduling contact. Which next step best uses the finding?
Show the answer
Answer D: Revise the instructions and reassess the selected follow-up measure
Acting on findings links the evaluation to an improvement and another assessment. Why the other choices do not fit: A: That does not use the actionable finding. B: The model describes an expected relationship, not a completed correction. C: Finding a communication defect does not measure a health improvement.
Common trap: Ending evaluation at the report rather than using its findings.
Source: CDC Evaluation Framework
Question 9 of 10
At one survey visit, 40 of 200 examined participants have a defined condition. Onset dates are unknown. Which measure can be calculated from these data?
Show the answer
Answer D: Point prevalence of 20%
40 existing cases divided by 200 examined at that point equals 20%. Why the other choices do not fit: A: No person-time denominator is provided. B: There is no second group risk for a ratio. C: There is no new-case count or annual follow-up.
Common trap: Calling existing cases new cases.
Source: CDC Morbidity Frequency Measures
Question 10 of 10
A cohort begins with 180 people free of a defined condition. All are followed for one year; 18 develop the condition. What is the one-year incidence proportion?
Show the answer
Answer B: 10%
The 18 new cases are divided by the 180 initially unaffected people at risk. Why the other choices do not fit: A: The case count is not a percentage without the correct denominator. C: 18 divided by 198 incorrectly adds new cases to the original denominator. D: 162 divided by 180 describes those who did not become cases.
Common trap: Changing the initially at-risk denominator after events occur.
Source: CDC Morbidity Frequency Measures

Free · no signup

The full free practice test samples every area and shows which ones to review first.

Take the free 15-question NBDHE practice set

Loading…

NBDHE · Free practice questions

NBDHE practice questions: Community health and research principles

Ten original NBDHE practice questions on community health and research principles, each answered on this page with a rationale and a source.

Last updated 2026-09-08

Question 1 of 10
Few families return permission forms for a school program. The team wants to understand where participation breaks down. Which evaluation question best addresses that need?
Show the answer
Answer B: How were forms delivered and what barriers did families report?
This examines the delivery process and obstacles to participation. Why the other choices do not fit: A: That counterfactual concerns impact, not the immediate implementation issue. C: This input count alone does not explain form delivery or family barriers. D: That asks about a later outcome rather than the current delivery problem.
Common trap: Choosing an outcome measure before understanding implementation.
Source: CDC Evaluation Framework 2024
Question 2 of 10
A school team issued 60 referrals and confirmed that 24 participating children completed the designated follow-up visit. Which report correctly distinguishes the measures?
Show the answer
Answer B: 60 referrals issued; 24 follow-up visits confirmed
Issuing a referral and confirming a completed follow-up are distinct events. Why the other choices do not fit: A: Adding referral events to completed visits double counts different stages. C: This reverses the stipulated events. D: 24 of 60 describes the referred group; the total school denominator is not given.
Common trap: Combining different stages under one completion label.
Source: CDC School Sealant Programs
Question 3 of 10
After explaining a referral, an educator wants to use teach-back. Which request best fits?
Show the answer
Answer A: Please tell me in your own words how you will arrange the visit.
An own-words explanation makes understanding observable and allows clarification. Why the other choices do not fit: B: A promise about memory is not an explanation of the current plan. C: Verbatim reading need not demonstrate understanding. D: A yes/no answer provides little evidence of understanding.
Common trap: Replacing understanding with yes/no agreement.
Source: AHRQ Teach-Back Method
Question 4 of 10
During teach-back, a caregiver describes the wrong next step. What should the educator do next?
Show the answer
Answer C: Explain the step differently, then check understanding again
Teach-back checks the clarity of the explanation and supports another attempt. Why the other choices do not fit: A: The method is an opportunity to clarify, not a pass/fail memory test. B: Faster repetition does not address the observed misunderstanding. D: A signature does not demonstrate comprehension of the step.
Common trap: Treating teach-back as a test of the listener.
Source: AHRQ Teach-Back Method
Question 5 of 10
A team is choosing among school sites for a sealant program. Which information most directly helps align site selection with the program population CDC describes?
Show the answer
Answer A: Caries-related need and barriers to obtaining private care
CDC describes the programs as reaching children at higher risk who may lack access to private care. Why the other choices do not fit: B: Publicity is not evidence of oral-health need or access barriers. C: High existing access alone does not identify the access barriers described. D: Convenience does not establish the intended population need.
Common trap: Choosing delivery convenience as a proxy for community need.
Source: CDC School Sealant Programs
Question 6 of 10
A program has reliable counts of missed appointments but little understanding of why families miss them. Which addition would best address that unanswered question?
Show the answer
Answer B: Ask affected families about their experiences and barriers
Qualitative information can address reasons that event counts alone do not explain. Why the other choices do not fit: A: That assigns a cause without gathering supporting evidence. C: Changing the label would misrepresent the event. D: Extra precision does not add information about the reasons.
Common trap: Expecting numeric event counts to explain every cause.
Source: CDC Evaluation Framework 2024
Question 7 of 10
Two sites report referral completion, but one counts appointments scheduled and the other counts visits attended. What should happen before combining their percentages?
Show the answer
Answer D: Agree on the event definition and denominator, then reconcile the data
Unlike measures cannot be combined as if they represented the same event. Why the other choices do not fit: A: Selecting the higher number introduces a misleading summary. B: A common label does not make different events comparable. C: Multiplication does not reconcile incompatible definitions.
Common trap: Assuming identical labels imply identical measures.
Source: CDC Evaluation Framework 2024
Question 8 of 10
An evaluation finds that families cannot act on a referral because instructions omit the scheduling contact. Which next step best uses the finding?
Show the answer
Answer D: Revise the instructions and reassess the selected follow-up measure
Acting on findings links the evaluation to an improvement and another assessment. Why the other choices do not fit: A: That does not use the actionable finding. B: The model describes an expected relationship, not a completed correction. C: Finding a communication defect does not measure a health improvement.
Common trap: Ending evaluation at the report rather than using its findings.
Source: CDC Evaluation Framework
Question 9 of 10
At one survey visit, 40 of 200 examined participants have a defined condition. Onset dates are unknown. Which measure can be calculated from these data?
Show the answer
Answer D: Point prevalence of 20%
40 existing cases divided by 200 examined at that point equals 20%. Why the other choices do not fit: A: No person-time denominator is provided. B: There is no second group risk for a ratio. C: There is no new-case count or annual follow-up.
Common trap: Calling existing cases new cases.
Source: CDC Morbidity Frequency Measures
Question 10 of 10
A cohort begins with 180 people free of a defined condition. All are followed for one year; 18 develop the condition. What is the one-year incidence proportion?
Show the answer
Answer B: 10%
The 18 new cases are divided by the 180 initially unaffected people at risk. Why the other choices do not fit: A: The case count is not a percentage without the correct denominator. C: 18 divided by 198 incorrectly adds new cases to the original denominator. D: 162 divided by 180 describes those who did not become cases.
Common trap: Changing the initially at-risk denominator after events occur.
Source: CDC Morbidity Frequency Measures

Free · no signup

The full free practice test samples every area and shows which ones to review first.

Take the free 15-question NBDHE practice set

Questions

Few families return permission forms for a school program. The team wants to understand where participation breaks down. Which evaluation question best addresses that need?

A school team issued 60 referrals and confirmed that 24 participating children completed the designated follow-up visit. Which report correctly distinguishes the measures?

After explaining a referral, an educator wants to use teach-back. Which request best fits?

During teach-back, a caregiver describes the wrong next step. What should the educator do next?

A team is choosing among school sites for a sealant program. Which information most directly helps align site selection with the program population CDC describes?

A program has reliable counts of missed appointments but little understanding of why families miss them. Which addition would best address that unanswered question?

Two sites report referral completion, but one counts appointments scheduled and the other counts visits attended. What should happen before combining their percentages?

An evaluation finds that families cannot act on a referral because instructions omit the scheduling contact. Which next step best uses the finding?

At one survey visit, 40 of 200 examined participants have a defined condition. Onset dates are unknown. Which measure can be calculated from these data?

A cohort begins with 180 people free of a defined condition. All are followed for one year; 18 develop the condition. What is the one-year incidence proportion?

Questions

Few families return permission forms for a school program. The team wants to understand where participation breaks down. Which evaluation question best addresses that need?

A school team issued 60 referrals and confirmed that 24 participating children completed the designated follow-up visit. Which report correctly distinguishes the measures?

After explaining a referral, an educator wants to use teach-back. Which request best fits?

During teach-back, a caregiver describes the wrong next step. What should the educator do next?

A team is choosing among school sites for a sealant program. Which information most directly helps align site selection with the program population CDC describes?

A program has reliable counts of missed appointments but little understanding of why families miss them. Which addition would best address that unanswered question?

Two sites report referral completion, but one counts appointments scheduled and the other counts visits attended. What should happen before combining their percentages?

An evaluation finds that families cannot act on a referral because instructions omit the scheduling contact. Which next step best uses the finding?

At one survey visit, 40 of 200 examined participants have a defined condition. Onset dates are unknown. Which measure can be calculated from these data?

A cohort begins with 180 people free of a defined condition. All are followed for one year; 18 develop the condition. What is the one-year incidence proportion?