AAMC PREVIEW TEST 2 EXAM 2026/2027
QUESTIONS AND CORRECT ANSWERS GRADED
A+
You are practicing blood pressure checks during your weekly clinical skills lab.
You notice a classmate
is having a lot of difficulty and getting visibly frustrated. You have more
experience taking blood
pressure than them, but you have an appointment with your research advisor
immediately after the lab.
Provide encouraging words to the classmate while you prepare to leave for your
appointment.
Effectiveness Rating: Effective
Rationale: The student shows support toward their classmate and addresses the
emotional
needs of their classmate by offering encouraging words. However, this response is
not very
effective because the student misses an opportunity to actively help the classmate
improve
their ability to perform the task.
You are practicing blood pressure checks during your weekly clinical skills lab.
You notice a classmate
is having a lot of difficulty and getting visibly frustrated. You have more
experience taking blood
,pressure than them, but you have an appointment with your research advisor
immediately after the lab.
Offer to spend time outside of the lab to teach the classmate.
Effectiveness Rating: Very Effective
Rationale: This is an empathetic reaction to the situation that demonstrates a
willingness to
help a classmate in need. The student's response also avoids jeopardizing their
meeting with
their research advisor, which reflects awareness of their own personal
responsibilities and
Obligations.
You are practicing blood pressure checks during your weekly clinical skills lab.
You notice a classmate
is having a lot of difficulty and getting visibly frustrated. You have more
experience taking blood
pressure than them, but you have an appointment with your research advisor
immediately after the lab.
3. Ask the classmate what they find most difficult and demonstrate how you do it.
Effectiveness Rating: Very Effective
Rationale: The student recognizes their classmate's frustration and offers a
practical way to
help them improve. The response is very effective as an immediate next step as
they are
demonstrating the skill during the allotted lab time. This way, the student does not
risk being
,late for their appointment with their research advisor.
You are practicing blood pressure checks during your weekly clinical skills lab.
You notice a classmate
is having a lot of difficulty and getting visibly frustrated. You have more
experience taking blood
pressure than them, but you have an appointment with your research advisor
immediately after the lab.
4. Check to see if another student could assist the classmate.
Effectiveness Rating: Effective
Rationale: This student shows support for their classmate by taking initiative to
find someone
with availability to help them. However, the student could be more supportive by
offering their
own help in some capacity, particularly because they have experience with this
task.39
You are practicing blood pressure checks during your weekly clinical skills lab.
You notice a classmate
is having a lot of difficulty and getting visibly frustrated. You have more
experience taking blood
pressure than them, but you have an appointment with your research advisor
immediately after the lab.
5. Offer a couple of tips or suggestions with the classmate while you finish.
, Effectiveness Rating: Effective
Rationale: The student recognizes their classmate is struggling and offers
suggestions on how
their classmate could improve. This response is effective but not very effective,
because their
support is passive in nature and may be insufficient in helping the classmate
improve their
ability on the task.
You are practicing blood pressure checks during your weekly clinical skills lab.
You notice a classmate
is having a lot of difficulty and getting visibly frustrated. You have more
experience taking blood
pressure than them, but you have an appointment with your research advisor
immediately after the lab.
6. Encourage the classmate to calm down and act in a professional manner.
Effectiveness Rating: Very Ineffective
Rationale: This response is a dismissive and disrespectful way to respond to the
classmate's
frustrations and shows a lack of emotional intelligence. Not only does the student
not offer
any support or help to their classmate, but this response is likely to make them feel
even
worse while they are struggling with their task.40
QUESTIONS AND CORRECT ANSWERS GRADED
A+
You are practicing blood pressure checks during your weekly clinical skills lab.
You notice a classmate
is having a lot of difficulty and getting visibly frustrated. You have more
experience taking blood
pressure than them, but you have an appointment with your research advisor
immediately after the lab.
Provide encouraging words to the classmate while you prepare to leave for your
appointment.
Effectiveness Rating: Effective
Rationale: The student shows support toward their classmate and addresses the
emotional
needs of their classmate by offering encouraging words. However, this response is
not very
effective because the student misses an opportunity to actively help the classmate
improve
their ability to perform the task.
You are practicing blood pressure checks during your weekly clinical skills lab.
You notice a classmate
is having a lot of difficulty and getting visibly frustrated. You have more
experience taking blood
,pressure than them, but you have an appointment with your research advisor
immediately after the lab.
Offer to spend time outside of the lab to teach the classmate.
Effectiveness Rating: Very Effective
Rationale: This is an empathetic reaction to the situation that demonstrates a
willingness to
help a classmate in need. The student's response also avoids jeopardizing their
meeting with
their research advisor, which reflects awareness of their own personal
responsibilities and
Obligations.
You are practicing blood pressure checks during your weekly clinical skills lab.
You notice a classmate
is having a lot of difficulty and getting visibly frustrated. You have more
experience taking blood
pressure than them, but you have an appointment with your research advisor
immediately after the lab.
3. Ask the classmate what they find most difficult and demonstrate how you do it.
Effectiveness Rating: Very Effective
Rationale: The student recognizes their classmate's frustration and offers a
practical way to
help them improve. The response is very effective as an immediate next step as
they are
demonstrating the skill during the allotted lab time. This way, the student does not
risk being
,late for their appointment with their research advisor.
You are practicing blood pressure checks during your weekly clinical skills lab.
You notice a classmate
is having a lot of difficulty and getting visibly frustrated. You have more
experience taking blood
pressure than them, but you have an appointment with your research advisor
immediately after the lab.
4. Check to see if another student could assist the classmate.
Effectiveness Rating: Effective
Rationale: This student shows support for their classmate by taking initiative to
find someone
with availability to help them. However, the student could be more supportive by
offering their
own help in some capacity, particularly because they have experience with this
task.39
You are practicing blood pressure checks during your weekly clinical skills lab.
You notice a classmate
is having a lot of difficulty and getting visibly frustrated. You have more
experience taking blood
pressure than them, but you have an appointment with your research advisor
immediately after the lab.
5. Offer a couple of tips or suggestions with the classmate while you finish.
, Effectiveness Rating: Effective
Rationale: The student recognizes their classmate is struggling and offers
suggestions on how
their classmate could improve. This response is effective but not very effective,
because their
support is passive in nature and may be insufficient in helping the classmate
improve their
ability on the task.
You are practicing blood pressure checks during your weekly clinical skills lab.
You notice a classmate
is having a lot of difficulty and getting visibly frustrated. You have more
experience taking blood
pressure than them, but you have an appointment with your research advisor
immediately after the lab.
6. Encourage the classmate to calm down and act in a professional manner.
Effectiveness Rating: Very Ineffective
Rationale: This response is a dismissive and disrespectful way to respond to the
classmate's
frustrations and shows a lack of emotional intelligence. Not only does the student
not offer
any support or help to their classmate, but this response is likely to make them feel
even
worse while they are struggling with their task.40
