CMS 2021 General Medicine & Pediatrics \u2013 Complete Paper (Q1\u2013Q120)<\/title>\n<link href=\"https:\/\/fonts.googleapis.com\/css2?family=Playfair+Display:wght@600;700&family=Source+Serif+4:ital,wght@0,300;0,400;0,600;1,400&display=swap\" rel=\"stylesheet\">\n<style>\n#cms21full *,#cms21full *::before,#cms21full *::after{box-sizing:border-box;margin:0;padding:0}\n#cms21full{--ter:#C0603A;--ter-light:#e8825f;--ter-pale:#fdf1ec;--teal:#2A7A6F;--teal-light:#3da394;--teal-pale:#eaf4f3;--ink:#1a1a1a;--ink-mid:#444;--ink-soft:#777;--line:#e0d8d4;--bg:#fdfaf8;--white:#fff;--correct:#1e6f46;--correct-bg:#eaf7ef;--correct-border:#43a047;--wrong:#b83232;--wrong-bg:#fdf0f0;--wrong-border:#e53935;--radius:10px;font-family:'Source Serif 4',Georgia,serif;font-size:16px;color:var(--ink);background:var(--bg);line-height:1.7;padding:0 0 48px}\n#cms21full .cq-statusbar{position:fixed;top:0;left:0;right:0;z-index:99999;background:var(--white);border-bottom:2px solid var(--line);border-left:4px solid 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<\/div>\n <div class=\"cq-wrap\">\n <section class=\"cq-head\">\n <h1>Combined Medical Services Examination 2021<\/h1>\n <div class=\"cq-sub\"><strong>General Medicine and Pediatrics \u2014 Complete Paper I<\/strong><\/div>\n <div class=\"cq-sub\">Single combined quiz covering Questions 1 to 120.<\/div>\n <div class=\"cq-meta\"><span>Time Allowed: Two Hours<\/span><span>Maximum Marks: 250<\/span><span>Total Questions: 120<\/span><span>Format: Single Best Answer MCQ<\/span><\/div>\n <div class=\"cq-note\">This version is optimized for doctor-students revising on WordPress. Each question shows the keyed answer plus a slightly fuller teaching-style explanation, so the page works both as a self-test and as a rapid revision sheet.<\/div>\n <div class=\"cq-panel\">\n <button class=\"cq-btn primary\" id=\"expandAll\">Expand all explanations<\/button>\n <button class=\"cq-btn\" id=\"collapseAll\">Collapse explanations<\/button>\n <button class=\"cq-btn warn\" id=\"resetQuiz\">Reset attempts<\/button>\n <\/div>\n <\/section>\n <div id=\"quizMount\"><\/div>\n <\/div>\n <button class=\"cq-jump\" id=\"jumpTop\">Top \u2191<\/button>\n<\/div>\n<script>\nconst quizData = [{\"num\": 1, \"qtext\": \"A 60-year-old man comes to emergency with history of chest pain, which is acute onset. The ECG shows ST depression and T waves inversion. Cardiac biomarkers in blood are not elevated. What will be the appropriate management?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Oxygen + Aspirin + Ticagrelor + Metoprolol\", \"b\": \"Oxygen + Sublingual nitroglycerin + Antiplatelets + Streptokinase\", \"c\": \"Antiplatelets + LMW Heparin subcutaneous\", \"d\": \"Oxygen + Sublingual nitroglycerin + Digoxin\"}, \"answer\": \"c\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"A victim is found unconscious at the roadside. As a trained rescuer, after checking the victim's response and pulse, you decide on resuscitation. What is the recommended ratio of chest compression to ventilation during CPR?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"90 : 4\", \"b\": \"60 : 2\", \"c\": \"30 : 2\", \"d\": \"60 : 1\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Which one of the following is NOT a differential diagnosis of ST segment elevation in ECG?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Acute pericarditis\", \"b\": \"Trauma to ventricles\", \"c\": \"Hypothermia\", \"d\": \"Hypocalcemia\"}, \"answer\": \"d\", \"explanation\": \"Because this is a negative-stem question, the safest strategy is elimination: first identify the true associations, then select the outlier that does not belong. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Which one of the following is a non-shockable rhythm in respect to use of AED (Automatic External Defibrillator)?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Monomorphic ventricular tachycardia\", \"b\": \"Polymorphic ventricular tachycardia\", \"c\": \"Ventricular fibrillation\", \"d\": \"Pulseless electrical activity\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 5, \"qtext\": \"A 50-year-old man reports to Emergency with breathlessness, palpitations and acute chest pain. On auscultation, there is systolic murmur at apex and ECG shows ST elevations in anterior chest leads. Which one of the following would be the next choice of investigation?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Cardiac marker troponin T\/I\", \"b\": \"Echocardiography\", \"c\": \"TMT\", \"d\": \"24-hour holter monitoring\"}, \"answer\": \"b\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 6, \"qtext\": \"Which of the following electro-cardio-graphic findings are manifestations of digitalis intoxication?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Ventricular bigeminy\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Ventricular tachycardia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Atrial flutter\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Atrial tachycardia with variable block\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 7, \"qtext\": \"According to modified WHO classification of Heart Disease in Pregnancy, which cardiac lesion is a contraindication for pregnancy?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Hypertrophic cardiomyopathy\", \"b\": \"Uncomplicated, small or mild pulmonary stenosis\", \"c\": \"Successfully repaired Tetralogy of Fallot\", \"d\": \"Pulmonary arterial hypertension\"}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 8, \"qtext\": \"A 35-year-old patient presents in the Emergency with sudden onset palpitations. His heart rate is 150\/minute and gets reverted after carotid massage. The most probable diagnosis is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Paroxysmal supraventricular tachycardia\", \"b\": \"Ventricular tachycardia\", \"c\": \"Ventricular fibrillation\", \"d\": \"Atrial flutter with block\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 9, \"qtext\": \"Which one of the following statements is correct regarding Opening Snap in cardiac auscultation?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"It is a high pitched diastolic sound.\", \"b\": \"It is due to opening of stenosed aortic valve.\", \"c\": \"It indicates pulmonary arterial hypertension.\", \"d\": \"It precedes the aortic component of second heart sound.\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 10, \"qtext\": \"A 35-year-old labourer worker consulted a local medical practitioner for recurrent attack of chest pain. His elder brother had similar complaint and died at the age of 40 years. The labourer worker was advised to take sublingual nitroglycerin at the time of chest pain. But after taking nitroglycerin, the chest pain increased in intensity. Which one of the following is most likely?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Hypertrophic obstructive cardiomyopathy\", \"b\": \"Chronic type A dissection of aorta\", \"c\": \"Degenerative mitral regurgitation\", \"d\": \"Sub-acute bacterial endocarditis involving aortic valve\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 11, \"qtext\": \"A patient with atrial fibrillation on regular treatment presents with photosensitivity, skin discoloration and peripheral neuropathy. Which drug may be implicated?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Digoxin\", \"b\": \"Disopyramide\", \"c\": \"Amiodarone\", \"d\": \"Bisoprolol\"}, \"answer\": \"c\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 12, \"qtext\": \"Which of the following are categorised under obstructive lung disease?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Bronchial asthma\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Bronchiectasis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Bronchiolitis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Pulmonary sarcoidosis\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 13, \"qtext\": \"Risk factors for development of COPD include which of the following?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Tobacco smoking\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Recurrent infection\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Coal dust exposure\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"High socio-economic status\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 14, \"qtext\": \"Which one of the following is NOT an aim of asthma therapy?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Peak expiratory flow circadian variation < 20%\", \"b\": \"No emergency visits\", \"c\": \"Minimal use of inhaled corticosteroid\", \"d\": \"Minimal use of beta-2-agonists\"}, \"answer\": \"c\", \"explanation\": \"Because this is a negative-stem question, the safest strategy is elimination: first identify the true associations, then select the outlier that does not belong. Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 15, \"qtext\": \"A 65-year-old male smoker has been diagnosed with Chronic Obstructive Pulmonary Disease (COPD). On pulmonary function testing, the FEV1\/FVC < 0.7 and FEV1 = 42% of predicted. The severity of airflow obstruction in this patient as per GOLD criteria is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Mild\", \"b\": \"Moderate\", \"c\": \"Severe\", \"d\": \"Very severe\"}, \"answer\": \"c\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 16, \"qtext\": \"A 40-year-old patient of bronchial asthma presents with acute severe breathlessness. Indications for giving him assisted ventilation for acute severe asthma include which of the following?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"PaO2 < 80 mm of Hg, PaCO2 < 45 mm of Hg\", \"b\": \"PaO2 > 60 mm of Hg, PaCO2 > 45 mm of Hg\", \"c\": \"PaO2 < 60 mm of Hg, PaCO2 > 45 mm of Hg\", \"d\": \"PaO2 < 80 mm of Hg, PaCO2 > 45 mm of Hg\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 17, \"qtext\": \"Which of the following are the non-metastatic extra-pulmonary manifestations of lung cancer?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Carcinoid syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Nephrotic syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Horner's syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Lambert-Eaton syndrome\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 18, \"qtext\": \"A 60-year-old obese person (weighing 110 kg) has been complaining of excessive sleepiness in day time, morning headache, irritability and mood disturbances. Patient also has history of dry mouth, nocturnal heartburn, diaphoresis of the chest and neck. Which one of the following will be the best investigation to diagnose the patient?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Ambulatory Blood Pressure Monitoring (ABPM)\", \"b\": \"24-hour Holter Monitoring\", \"c\": \"Echocardiography\", \"d\": \"Overnight Polysomnogram\"}, \"answer\": \"d\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 19, \"qtext\": \"Which of the following drugs trigger bronchial asthma?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Sulfonamides\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Aspirin\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"ACE inhibitors\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Beta blockers\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 20, \"qtext\": \"A patient with Crohn's disease underwent ileal resection. Which of the following complications may develop in this patient?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Oxalate rich renal calculi\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Diarrhoea\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Fat malabsorption\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Hypernatremia\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 21, \"qtext\": \"Protein losing enteropathy due to obstruction of intestinal lymphatic vessels is seen in which of the following conditions?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Intestinal lymphangiectasia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Constrictive pericarditis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Eosinophilic gastroenteritis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Whipple's disease\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 22, \"qtext\": \"Which one of the following viruses is associated with development of Acute Liver Failure and high mortality in pregnancy?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Hepatitis A virus\", \"b\": \"Hepatitis E virus\", \"c\": \"Hepatitis C virus\", \"d\": \"Hepatitis B virus\"}, \"answer\": \"b\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 23, \"qtext\": \"Consider the following statements with regard to 'Anorexia of Aging':\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Declining chemosensory function (smell and taste)\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Reduced efficiency of chewing\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Slowed gastric emptying\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Alterations in the neuro-endocrine axis\", \"items\": [], \"extra\": [\"Which of the above statements are associated with early satiety and weight loss in elderly?\"], \"options\": {\"a\": \"3 and 4 only\", \"b\": \"1, 2 and 4 only\", \"c\": \"1, 2, 3 and 4\", \"d\": \"1, 2 and 3 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 24, \"qtext\": \"Consider the following statements:\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Type-1 HRS (Hepato-Renal Syndrome) is characterized by a rapid deterioration in renal function, within 1 - 2 weeks of presentation.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Type-2 HRS is characterized by a moderate and stable or slowly progressive renal dysfunction.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"HRS is seen in patients with large ascites in case of cirrhosis.\", \"items\": [], \"extra\": [\"Which of the above statements is\/are correct?\"], \"options\": {\"a\": \"1 only\", \"b\": \"3 only\", \"c\": \"1 and 2 only\", \"d\": \"1, 2 and 3\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 25, \"qtext\": \"Which one of the following is the serological marker of immunization with Hepatitis B vaccine?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"HBsAg\", \"b\": \"Anti-HBs\", \"c\": \"HBcAg\", \"d\": \"Anti-HBc\"}, \"answer\": \"b\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 26, \"qtext\": \"Infection with which of the following organisms can cause a syndrome which is clinically indistinguishable from achalasia of the oesophagus?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Trypanosoma cruzi\", \"b\": \"Schistoma haematobium\", \"c\": \"Mycobacterium leprae\", \"d\": \"Plasmodium falciparum\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 27, \"qtext\": \"Consider the following statements in respect of Helicobacter Pylori:\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"It is a gram positive, spiral-shaped bacterium.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"It uses an adhesion molecule (BabA) to bind to the 'Lewis b' antigen on gastric epithelial cells.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"It produces 'urease' enzyme that helps to raise the pH around the bacterium.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"It exclusively colonises only 'gastric-type' epithelium.\", \"items\": [], \"extra\": [\"Which of the above statements are correct?\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"2, 3 and 4\", \"d\": \"1, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 28, \"qtext\": \"The quadruple therapy regime (or OBMT regime) for Helicobacter Pylori eradication comprises which of the following drugs?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Omeprazole, Bismuth subcitrate, Metronidazole, Tetracycline\", \"b\": \"Ofloxacin, Bismuth subcitrate, Metronidazole, Tetracycline\", \"c\": \"Omeprazole, Beclomethasone, Metronidazole, Tacrolimus\", \"d\": \"Omeprazole, Beclomethasone, Mometasone, Tetracycline\"}, \"answer\": \"d\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 29, \"qtext\": \"Cystic fibrosis disorder is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Autosomal dominant\", \"b\": \"Autosomal recessive\", \"c\": \"X-linked dominant\", \"d\": \"X-linked recessive\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 30, \"qtext\": \"Which of the following diseases may be associated with Coeliac disease?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Type-2 Diabetes mellitus\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"IgA deficiency\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Down syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Turner's syndrome\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 31, \"qtext\": \"Consider the following statements regarding Coeliac disease:\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"There is a strong association of the disease with Human Leukocyte Antigen, HLA-DQ2\/DQ8.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"There is intolerance to gluten found in wheat, rye, barley and oats.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"In the elderly, the disease presents with symptoms ranging from florid malabsorption, weight loss and anemia to oral ulceration, dyspepsia and bloating.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"In suspected patients, small bowel biopsy is contraindicated.\", \"items\": [], \"extra\": [\"Which of the above statements are correct?\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"2 and 3 only\", \"c\": \"1 and 2 only\", \"d\": \"1, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 32, \"qtext\": \"Asymptomatic bacteriuria is defined as the presence of more than:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"10^5 organisms\/mL in the urine of apparently healthy asymptomatic patients.\", \"b\": \"10^4 organisms\/mL in the urine of apparently healthy asymptomatic patients.\", \"c\": \"10^3 organisms\/mL in the urine of apparently healthy asymptomatic patients.\", \"d\": \"10^2 organisms\/mL in the urine of apparently healthy asymptomatic patients.\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 33, \"qtext\": \"Renal transplant offers the best chance of long-term survival in ESRD and is cost-effective. Which one of the following is NOT a contraindication to renal transplantation?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Active malignancy\", \"b\": \"Children less than one year\", \"c\": \"Adults more than 75 years\", \"d\": \"Diabetes mellitus\"}, \"answer\": \"d\", \"explanation\": \"Because this is a negative-stem question, the safest strategy is elimination: first identify the true associations, then select the outlier that does not belong. This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 34, \"qtext\": \"Which of the following are the mechanisms for anemia in Chronic Kidney Disease?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Deficiency of erythropoietin\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Folate and Vitamin B12 deficiency\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Toxic effects of uraemia on bone marrow\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Reduced utilization of dietary iron\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 35, \"qtext\": \"The leading cause of Chronic Kidney Disease (CKD) globally is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Diabetic nephropathy\", \"b\": \"Glomerulonephritis\", \"c\": \"Hypertension-associated CKD\", \"d\": \"Polycystic kidney disease\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 36, \"qtext\": \"The presence of Beevor's sign on neurological examination is characteristic of spinal cord lesion at which one of the following levels?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"T3 - T4\", \"b\": \"T7 - T8\", \"c\": \"T9 - T10\", \"d\": \"None of the above\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 37, \"qtext\": \"Which one of the following statements is correct regarding lower motor neuron type of lesion?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Fasciculation is absent.\", \"b\": \"Deep tendon reflexes are increased.\", \"c\": \"Clonus is present.\", \"d\": \"Plantar reflex shows flexor response.\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 38, \"qtext\": \"Which one of the following is the single strongest risk factor for dementia?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Increasing age\", \"b\": \"Alcoholism\", \"c\": \"Positive family history\", \"d\": \"Systemic illness\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 39, \"qtext\": \"Massive retinal hemorrhage with 'blood and thunder' appearance and vision loss is caused by which of the following?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Central retinal artery occlusion\", \"b\": \"Central retinal vein occlusion\", \"c\": \"Hypertensive retinopathy\", \"d\": \"Anterior optic neuropathy\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 40, \"qtext\": \"Visual hallucination is characteristic of which type of dementia?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Diffuse Lewy body dementia\", \"b\": \"Frontotemporal dementia\", \"c\": \"Alzheimer's dementia\", \"d\": \"Vascular dementia\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 41, \"qtext\": \"A 37-year-old mother of two children has bilateral headache that worsens with emotional stress; pain is less severe in the early part of the day but becomes more severe in the evening; there is tenderness over skull vault. Both children are not doing well in school. What is the most likely diagnosis?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Cluster headache\", \"b\": \"Tension type headache\", \"c\": \"Trigeminal neuralgia\", \"d\": \"Migraine\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 42, \"qtext\": \"Which of the following are the causes of polyneuropathy?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"HIV\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Alcohol\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Phenytoin\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Rifampicin\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 43, \"qtext\": \"Consider the following statements regarding Intracerebral Hemorrhage (ICH):\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"It accounts for 35% of all strokes.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Most common site of hypertensive ICH is cerebral cortex.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Use of cocaine and methamphetamine is a frequent cause of stroke in young age.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Hypertensive ICH usually results from spontaneous rupture of small penetrating artery deep in brain.\", \"items\": [], \"extra\": [\"Which of the above statements are correct?\"], \"options\": {\"a\": \"1 and 2\", \"b\": \"2 and 3\", \"c\": \"3 and 4\", \"d\": \"1 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 44, \"qtext\": \"A 21-year-old young lady presents with unilateral facial weakness. She is unable to close her eye on the affected side and there are vesicles in her ear. She is suffering from:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"8th Cranial Nerve Palsy\", \"b\": \"3rd Cranial Nerve Palsy\", \"c\": \"5th Cranial Nerve Palsy\", \"d\": \"7th Cranial Nerve Palsy\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 45, \"qtext\": \"Lesion of dominant parietal lobe causes which of the following?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Dysphasia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Acalculia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Dyslexia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Contralateral neglect\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 46, \"qtext\": \"Which of the following are the clinical features of Neurofibromatosis-1?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Angiomas\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Axillary freckles\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Cutaneous schwannomas\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Neurofibromas\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 47, \"qtext\": \"Which of the following are clinical features of Parkinson's disease?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Bradykinesia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Rigidity\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Spastic gait\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Mask-like face\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 48, \"qtext\": \"Which one of the following statements is correct for an individual with blood group AB?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"A antigen on RBC; Anti-B antibody in plasma.\", \"b\": \"A and B antigens on RBC; no antibody in plasma.\", \"c\": \"B antigen on RBC; Anti-A antibody in plasma.\", \"d\": \"No antigen on RBC; Anti-A and Anti-B antibodies in plasma.\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 49, \"qtext\": \"Which one of the following is unlikely to be associated with eosinophilia?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Loeffler's syndrome\", \"b\": \"Toxocariasis\", \"c\": \"Trichinella spiralis\", \"d\": \"Tuberculosis\"}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 50, \"qtext\": \"Which one of the following is a tumour marker for carcinoma of pancreas?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Alpha-fetoprotein\", \"b\": \"CA-125\", \"c\": \"Calcitonin\", \"d\": \"CA-19-9\"}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 51, \"qtext\": \"Which of the following statements regarding G6PD enzyme deficiency are correct?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"It is an X-linked deficiency.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Geographical distribution parallels the malaria belt.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Consumption of fava beans is protective.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Transfusion support may be life saving.\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1 and 3 only\", \"b\": \"1, 2 and 4\", \"c\": \"1 and 4 only\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 52, \"qtext\": \"Which of the following investigations indicate active hemolysis?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Increased reticulocyte count\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Increased conjugated bilirubin\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Increased urinary urobilinogen\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Decreased haptoglobin\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1 and 4 only\", \"c\": \"1, 3 and 4\", \"d\": \"2 and 3 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 53, \"qtext\": \"Which type of anemia can be caused by the drug Dapsone?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Iron deficiency anemia\", \"b\": \"Sideroblastic anemia\", \"c\": \"Spur cell anemia\", \"d\": \"Hemolytic anemia\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 54, \"qtext\": \"Which of the following are decreased during pregnancy?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Iron stores\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Vitamin B12 levels\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Folate levels\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Coagulation factors\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1 and 2 only\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 55, \"qtext\": \"Which one of the following drugs causes direct Xa inhibition?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Tirofiban\", \"b\": \"Apixaban\", \"c\": \"Dabigatran\", \"d\": \"Prasugrel\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 56, \"qtext\": \"A 20-year-old young girl presents with heavy menstrual bleeding, petechiae on her arms and blood blisters in mouth. Her complete blood count shows haemoglobin 7 gm\/dL, total leucocyte count 8,700 cells\/\u03bcL and platelet count of 6,000\/\u03bcL with peripheral smear showing large platelets. Which is likely the best initial drug treatment for this patient?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"High dose glucocorticoids\", \"b\": \"High dose glucocorticoids with IVIgG\", \"c\": \"High dose glucocorticoids with Rituximab\", \"d\": \"IVIgG with anti-Rho(D) therapy\"}, \"answer\": \"c\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 57, \"qtext\": \"A 30-year-old female presents with malaise, breathlessness off and on and paresthesias. She is vegetarian by diet. Her investigation revealed Hb - 6.2 gm\/dL, MCV - 128 fL, platelet count - 1,20,000\/cumm, with blood smear showing macrocytosis and neutrophil hypersegmentation. What is the likely diagnosis?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Iron deficiency anemia\", \"b\": \"Myelophthisic anemia\", \"c\": \"Megaloblastic anemia\", \"d\": \"Aplastic anemia\"}, \"answer\": \"b\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 58, \"qtext\": \"Which of the following is the most common dermatologic manifestation of Diabetes mellitus?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Xerosis\", \"b\": \"Acanthosis nigricans\", \"c\": \"Lichen planus\", \"d\": \"Necrobiosis lipoidica\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 59, \"qtext\": \"Which one of the following conditions may result in hypoglycaemia?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Critical illness\", \"b\": \"Cortisol therapy\", \"c\": \"Cushing's disease\", \"d\": \"Metabolic syndrome\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 60, \"qtext\": \"Use of which of the following drugs may result in osteoporosis?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Phenytoin\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Lithium\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Methotrexate\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Azathioprine\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 61, \"qtext\": \"Which one of the following oral anti-diabetic drugs acts on renal proximal tubules?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Alpha glucosidase inhibitors\", \"b\": \"GLP-1 analogue\", \"c\": \"DPP-4 inhibitors\", \"d\": \"SGLT-2 inhibitors\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 62, \"qtext\": \"Which of the following are short acting insulin?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Aspart\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Lispro\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Glargine\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Regular\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 63, \"qtext\": \"Hirsutism is seen in which of the following?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Polycystic ovarian syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Congenital adrenal hyperplasia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Hypothyroidism\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Ovarian tumour\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1 and 2 only\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2 and 4 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 64, \"qtext\": \"Which of the following are correct regarding hypothyroidism?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"It is more common in females.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Autoimmunity is a rare aetiopathogenesis.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"In pregnancy, increased dose of levothyroxine is required.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Suppressed TSH is a risk factor for osteoporosis.\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1 and 4 only\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 65, \"qtext\": \"Which of the following are correct regarding Diabetes insipidus?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Polyuria and polydipsia are common symptoms.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Urine is of low osmolality and specific gravity.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Lithium is useful in treatment.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"It is potentially lethal, if hypothalamic thirst centre is damaged.\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1 and 4 only\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 66, \"qtext\": \"A 42-year-old lady presents with symptoms of tiredness, constipation, impaired hearing and weight gain in spite of poor appetite. Which of the following are relevant investigations in this case?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"TSH level\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Free T4 levels (unbound T4)\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Anti-TPO antibodies\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Radionuclide scan of the thyroid\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2 and 3 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 67, \"qtext\": \"A patient presents with circulatory shock, nausea, vomiting and diarrhoea. A diagnosis of acute adrenal crisis is considered. A blood sample is stored for measurement of serum cortisol and treatment started without delay. Which of the following are appropriate interventions?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"IV normal saline\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"IV hydrocortisone 100 mg stat\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"IV 10% glucose\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"IV KCl as infusion\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1 and 2 only\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 68, \"qtext\": \"The most common acid-base disturbance in critically ill patients is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Chronic respiratory acidosis\", \"b\": \"Chronic respiratory alkalosis\", \"c\": \"Chronic metabolic acidosis\", \"d\": \"Chronic metabolic alkalosis\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 69, \"qtext\": \"Which of the following are the potentially reversible causes of weight gain?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Insulinoma\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Cushing's syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Sulfonylureas\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Beta-blockers\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1 and 2 only\", \"b\": \"3 and 4 only\", \"c\": \"2 and 3 only\", \"d\": \"1, 2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 70, \"qtext\": \"Which of the following are the metabolic complications of parenteral nutrition?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Hyperglycemia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Liver cirrhosis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Fluid overload\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Hyperphosphatemia\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"3 and 4 only\", \"d\": \"1 and 3 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 71, \"qtext\": \"Pseudomembranous colitis is associated with which one of the following microbes?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Entamoeba histolytica\", \"b\": \"Salmonella typhi\", \"c\": \"Escherichia coli\", \"d\": \"Clostridium difficile\"}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 72, \"qtext\": \"The characteristic rash seen on the face in a case of Parvovirus B19 infection is called:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Slapped cheek rash\", \"b\": \"Butterfly rash\", \"c\": \"Melasma like rash\", \"d\": \"Christmas tree rash\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 73, \"qtext\": \"Bartonella infection is an important cause of blood culture negative endocarditis. Clinical diseases caused by Bartonella species in humans include which of the following?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Cat scratch disease\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Trench fever\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Carrion's disease\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Anisakiasis\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 74, \"qtext\": \"The causative organism and the vector for scrub typhus are:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Orientia tsutsugamushi and Louse\", \"b\": \"Rickettsia rickettsii and Trombiculid mite\", \"c\": \"Orientia tsutsugamushi and Trombiculid mite\", \"d\": \"Rickettsia prowazekii and Ixodes tick\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 75, \"qtext\": \"Which of the following are correct regarding tetanus?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Risus sardonicus may be seen.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Endotoxin produced has affinity for sensory nerve endings.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Lockjaw is painless.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Hysteria can mimic tetanus.\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3 only\", \"b\": \"2 and 4 only\", \"c\": \"1, 3 and 4 only\", \"d\": \"1, 2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 76, \"qtext\": \"A 25-year-old traveller from United Kingdom desires anti-malaria prophylaxis before travelling to India. He has history of seizures and depression. Which of the following drugs can be used?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Doxycycline\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Atovaquone + Proguanil\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Chloroquine + Proguanil\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Mefloquine\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1 and 3 only\", \"d\": \"3 and 4 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 77, \"qtext\": \"Pulmonary stage is seen in which of the following infections?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Ascaris lumbricoides\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Strongyloides stercoralis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Onchocerca volvulus\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1 and 2 only\", \"b\": \"2 and 3 only\", \"c\": \"1 and 3 only\", \"d\": \"1, 2 and 3\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 78, \"qtext\": \"Consider the following statements with regard to Amphotericin B:\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"It is a narrow spectrum antifungal agent.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"It can cause nephrotoxicity.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"It lacks an oral preparation.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Its lipid formulations are less toxic.\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"2 and 3 only\", \"b\": \"2, 3 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2 and 4 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 79, \"qtext\": \"Which one of the following moulds causes mucormycosis, commonly known as 'black fungus'?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Rhizopus\", \"b\": \"Aspergillus\", \"c\": \"Candida\", \"d\": \"Histoplasma\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 80, \"qtext\": \"Which of the following infections are caused by mosquito bite?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Malaria\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Typhus\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Filariasis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Dengue fever\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1 and 4 only\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 81, \"qtext\": \"Which one of the following is a hallmark of marasmus?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Normal body mass index\", \"b\": \"Serum albumin < 2.8 g\/dL\", \"c\": \"Anergy\", \"d\": \"Triceps skin fold < 3 mm\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 82, \"qtext\": \"Anti-Ribonucleoprotein antibody (Anti-RNP) is characteristically seen in which one of the following conditions?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Sjogren's syndrome\", \"b\": \"Diffuse systemic sclerosis\", \"c\": \"Sarcoidosis\", \"d\": \"Mixed connective tissue disorder\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 83, \"qtext\": \"Polyarteritis nodosa has peak incidence between the ages of:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"10 - 20 years\", \"b\": \"20 - 30 years\", \"c\": \"30 - 40 years\", \"d\": \"40 - 50 years\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 84, \"qtext\": \"First line drug treatment to reduce fractures in osteoporosis is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Bisphosphonates\", \"b\": \"Denosumab\", \"c\": \"Teriparatide\", \"d\": \"Raloxifene\"}, \"answer\": \"b\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 85, \"qtext\": \"Which of the following are tricyclic antidepressants?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Amitriptyline\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Dosulepin\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Paroxetine\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Imipramine\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 86, \"qtext\": \"Recurrent bouts of binge eating are usually associated with:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Bulimia nervosa\", \"b\": \"Anorexia nervosa\", \"c\": \"Post-partum depression\", \"d\": \"Personality disorder\"}, \"answer\": \"b\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 87, \"qtext\": \"During physical assessment of a 55-year-old male with low back pain, the quadriceps (knee) reflex was absent. Which of the following nerve roots is most likely to be affected?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"L2\", \"b\": \"L5\", \"c\": \"L4\", \"d\": \"S1\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 88, \"qtext\": \"Which of the following conditions are parts of inherited cancer syndrome?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Retinoblastoma\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Li-Fraumeni syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Xeroderma pigmentosum\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Peutz-Jeghers syndrome\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2, 3 and 4\", \"b\": \"1, 2 and 3 only\", \"c\": \"1 and 3 only\", \"d\": \"2 and 4 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 89, \"qtext\": \"Which of the following are the diseases associated with DNA repeat sequences?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Huntington's disease\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Myotonic dystrophy\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Friedreich's ataxia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Klinefelter syndrome\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 90, \"qtext\": \"Cardiac outflow tract defect, thymic hypoplasia, cleft palate and hypocalcemia are clinical features of which gene disorder?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Angelman syndrome\", \"b\": \"Williams syndrome\", \"c\": \"Smith-Magenis syndrome\", \"d\": \"DiGeorge syndrome\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 91, \"qtext\": \"Early hypotension in venomous snakebite is due to which of the following?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Pooling of blood in the pulmonary and splanchnic circulation\", \"b\": \"Systemic bleeding\", \"c\": \"Hemolysis\", \"d\": \"Loss of intravascular volume into the soft tissues\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 92, \"qtext\": \"Gastric aspiration and lavage is contraindicated in which of the following poisonings?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Strong acids\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Alkalis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Petroleum distillates\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Ethanol\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 93, \"qtext\": \"Acetylcysteine is an antidote for which poisoning?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Salicylates\", \"b\": \"Paracetamol\", \"c\": \"Tricyclic antidepressants\", \"d\": \"Benzodiazepines\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 94, \"qtext\": \"Which one of the following is NOT a constituent of treatment of severe hyperkalemia?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"IV calcium gluconate (10 mL of 10%)\", \"b\": \"Beta-2 adrenoceptor antagonist\", \"c\": \"Dialysis\", \"d\": \"IV sodium bicarbonate\"}, \"answer\": \"d\", \"explanation\": \"Because this is a negative-stem question, the safest strategy is elimination: first identify the true associations, then select the outlier that does not belong. Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 95, \"qtext\": \"Kyasanur Forest Disease is endemic to:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"West Africa\", \"b\": \"South America\", \"c\": \"South-West India\", \"d\": \"Balkans\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 96, \"qtext\": \"Which one of the following is NOT a usual cause of Type-2 respiratory failure?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Guillain-Barr\u00e9 syndrome\", \"b\": \"Upper airway obstruction\", \"c\": \"Pulmonary embolism\", \"d\": \"Flail chest\"}, \"answer\": \"a\", \"explanation\": \"Because this is a negative-stem question, the safest strategy is elimination: first identify the true associations, then select the outlier that does not belong. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 97, \"qtext\": \"A 10-year-old girl is diagnosed with dengue fever. She has abdominal pain and persistent vomiting. Examination reveals normal blood pressure but the hematocrit is found to be increased. Which of the following is the most appropriate initial fluid management?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Ringer lactate @ 3 mL\/kg\/hour\", \"b\": \"Ringer lactate @ 5 mL\/kg\/hour\", \"c\": \"Ringer lactate @ 7 mL\/kg\/hour\", \"d\": \"Ringer lactate @ 10 mL\/kg\/hour\"}, \"answer\": \"c\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 98, \"qtext\": \"A child presents with headache and vomiting in the emergency room following a fall from the bed. Which one of the following treatment modalities is NOT recommended in the emergency room?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Intravenous mannitol administration\", \"b\": \"Administration of hypertonic (3%) solution\", \"c\": \"Elevate the head end by 30 degrees\", \"d\": \"Therapeutic lumbar puncture\"}, \"answer\": \"a\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 99, \"qtext\": \"The recommended ratio for chest compression to breaths administered by a single rescuer during resuscitation of a child in cardiac arrest is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"15 : 2\", \"b\": \"30 : 2\", \"c\": \"14 : 1\", \"d\": \"7 : 1\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 100, \"qtext\": \"A 4-year-old comatose child is assessed by the Modified Glasgow Coma Scale. Which of the following is the correct interpretation of the score given as E2V3M2 for the best eye opening response, best verbal response and best motor response respectively?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Eye opening to speech, makes incomprehensible sounds and abnormal flexion\", \"b\": \"Eye opening to speech, inappropriate words and abnormal flexion\", \"c\": \"Eye opening to pain, moans to pain and abnormal flexion\", \"d\": \"Eye opening to pain, cries to pain and extension to pain\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 101, \"qtext\": \"What will a baby with mild hypothermia feel like, when touched by the back of the hand of an examiner?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"The entire body will feel cold.\", \"b\": \"The abdomen and feet will be warm, but hands will be cold.\", \"c\": \"The abdomen will be warm, but the hands and feet will be cold.\", \"d\": \"The abdomen, feet and hands will all feel cold.\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 102, \"qtext\": \"Which of the following manifestations is\/are seen in hypocalcemia?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Nausea and vomiting\", \"b\": \"Dilated cardiomyopathy\", \"c\": \"Polyuria\", \"d\": \"Polydipsia\"}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 103, \"qtext\": \"A 6-week-old infant presents with unconjugated hyperbilirubinemia. Which of the following could be a likely diagnosis?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Dubin Johnson syndrome\", \"b\": \"Galactosemia\", \"c\": \"Rotor syndrome\", \"d\": \"Congenital hypothyroidism\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 104, \"qtext\": \"A mother with polyhydramnios gives birth to a term newborn infant who develops choking and cyanosis on feeding soon after birth. There is excessive drooling and frothing from the mouth. Most likely diagnosis is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Anorectal malformation\", \"b\": \"Diaphragmatic hernia\", \"c\": \"Arnold Chiari malformation\", \"d\": \"Tracheoesophageal fistula\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 105, \"qtext\": \"An infant has just started to watch his mother intently when she talks to him. He has not yet started smiling back. What is the approximate age of the child?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"4 weeks\", \"b\": \"6 weeks\", \"c\": \"8 weeks\", \"d\": \"12 weeks\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 106, \"qtext\": \"A child demonstrates a mature pincer group and is able to build a tower of maximum 6 blocks and can make vertical and circular strokes with pencil. His developmental age is around:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"12 months\", \"b\": \"18 months\", \"c\": \"24 months\", \"d\": \"36 months\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 107, \"qtext\": \"A typically developing girl is able to creep upstairs, and builds a tower of 2 blocks. Which of the following skills should she also display?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Scribbling\", \"b\": \"Running\", \"c\": \"Speaking at least 10 words\", \"d\": \"Exploring drawers\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 108, \"qtext\": \"A child can ride a tricycle, hop on one foot but cannot skip. He uses alternate feet while going downstairs. Which one of the following motor skills should he be able to perform at this developmental level?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Copy a triangle\", \"b\": \"Copy a cross\", \"c\": \"Build a gate with blocks\", \"d\": \"Copy a rectangle\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 109, \"qtext\": \"Which one of the following skills is a normally developing 2-year-old child unable to perform?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Unscrewing a lid\", \"b\": \"Turning a door knob\", \"c\": \"Building a vertical tower of 6 blocks\", \"d\": \"Copying a circle\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 110, \"qtext\": \"Which one of the following statements is age-appropriate for a normally developing 4-month-old infant?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"The infant can bring his hands to the midline.\", \"b\": \"The infant has still not attained partial head control.\", \"c\": \"The infant has started to reach out with one hand.\", \"d\": \"The infant has started making monosyllable sounds like 'da' or 'pa'.\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 111, \"qtext\": \"Which one of the following is used to estimate the surface area of burn injuries in children less than 15 years of age?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Berkow body surface area chart\", \"b\": \"Rule of Nines\", \"c\": \"Lund and Browder chart\", \"d\": \"Parkland formula\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 112, \"qtext\": \"A 4-year-old boy presents with ingestion of many tablets of salicylate. Which one of the following complications is he likely to develop?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Hyperkalemia\", \"b\": \"Rhabdomyolysis\", \"c\": \"Prolonged QRS complex in ECG\", \"d\": \"Metabolic acidosis\"}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 113, \"qtext\": \"A 3-year-old boy presents with parental concerns regarding delayed development, especially speech. On observation, the clinician notes decreased eye contact, inattentiveness, unresponsive to being called and toe walking. What is the most likely diagnosis?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Attention Deficit Hyperactivity Disorder\", \"b\": \"Autism Spectrum Disorder\", \"c\": \"Cerebral Palsy\", \"d\": \"Social Communication Disorder\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 114, \"qtext\": \"Atomoxetine is prescribed to children with Autism Spectrum Disorder to control symptoms of:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Anxiety\", \"b\": \"Sleep disturbances\", \"c\": \"Hyperactivity\", \"d\": \"Repetitive behaviour\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 115, \"qtext\": \"Fractional inactivated intradermal poliovirus vaccine is given at which ages in the National Immunization Schedule?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"6 weeks and 10 weeks\", \"b\": \"6 weeks and 14 weeks\", \"c\": \"10 weeks and 14 weeks\", \"d\": \"6 weeks, 10 weeks and 14 weeks\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 116, \"qtext\": \"Protective efficacy of Varicella vaccine when used for post-exposure prophylaxis (given within 72 hours of contact) is approximately:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"60%\", \"b\": \"70%\", \"c\": \"80%\", \"d\": \"90%\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 117, \"qtext\": \"A 10-year-old child presents with difficulty in word recognition, word decoding abilities, difficulty in spelling with normal listening comprehension. The most likely diagnosis is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Dyslexia\", \"b\": \"Autism spectrum disorder\", \"c\": \"Rett syndrome\", \"d\": \"Attention deficit hyperactivity disorder\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 118, \"qtext\": \"Which of the following is the best strategy to use in the management of temper tantrums in a 3-year-old boy?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Giving in to the demands\", \"b\": \"Physical punishment\", \"c\": \"Scolding\", \"d\": \"'Time out'\"}, \"answer\": \"d\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 119, \"qtext\": \"Which one of the following is the correct schedule for home visits by an Accredited Social Health Activist for facility-born newborn babies?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"On 1, 3, 7, 14, 21 and 28 days of life\", \"b\": \"On 3, 7, 10, 14, 21 and 28 days of life\", \"c\": \"On 3, 7, 14, 21, 28 and 42 days of life\", \"d\": \"On 7, 14, 21, 28, 35 and 42 days of life\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. 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.cq-option.correct{border-color:var(--correct-border);background:var(--correct-bg)}\n#cms21full .cq-option.wrong{border-color:var(--wrong-border);background:var(--wrong-bg)}\n#cms21full .cq-option.dim{opacity:.75}\n#cms21full .cq-actions{display:flex;flex-wrap:wrap;gap:10px;margin-top:14px}\n#cms21full .cq-result{display:none;margin-top:14px;padding:14px 16px;border-radius:12px;border:1px solid var(--line)}\n#cms21full .cq-result.show{display:block}\n#cms21full .cq-result.correct{background:var(--correct-bg);border-color:var(--correct-border);color:#154b31}\n#cms21full .cq-result.wrong{background:var(--wrong-bg);border-color:var(--wrong-border);color:#6c2323}\n#cms21full .cq-answerline{font-weight:700;margin-bottom:8px}\n#cms21full .cq-expl{color:var(--ink-mid)}\n#cms21full .cq-jump{position:fixed;right:14px;bottom:14px;background:var(--ink);color:#fff;border:none;border-radius:999px;padding:11px 16px;cursor:pointer;box-shadow:0 8px 20px rgba(0,0,0,.2);z-index:999}\n@media (max-width:640px){#cms21full .cq-wrap{padding:92px 12px 30px}#cms21full .cq-head{padding:20px 16px}#cms21full .cq-question{padding:18px 15px}#cms21full .cq-qtext{font-size:1.02rem}}\n<\/style>\n<\/head>\n<body>\n<div id=\"cms21full\">\n <div class=\"cq-statusbar\">\n <div class=\"cq-sb-stats\">\n <div class=\"cq-sb-item\">Answered <strong id=\"cqAnswered\">0<\/strong>\/120<\/div>\n <div class=\"cq-sb-item\">Correct <strong id=\"cqCorrect\">0<\/strong><\/div>\n <div class=\"cq-sb-item\">Score <strong id=\"cqScore\">0%<\/strong><\/div>\n <div class=\"cq-sb-sep\"><\/div>\n <div class=\"cq-sb-item\">Mode <strong>Show answers<\/strong><\/div>\n <\/div>\n <div class=\"cq-sb-progress\"><div class=\"cq-sb-fill\" id=\"cqProgress\"><\/div><\/div>\n <\/div>\n <div class=\"cq-wrap\">\n <section class=\"cq-head\">\n <h1>Combined Medical Services Examination 2021<\/h1>\n <div class=\"cq-sub\"><strong>General Medicine and Pediatrics \u2014 Complete Paper I<\/strong><\/div>\n <div class=\"cq-sub\">Single combined quiz covering Questions 1 to 120.<\/div>\n <div class=\"cq-meta\"><span>Time Allowed: Two Hours<\/span><span>Maximum Marks: 250<\/span><span>Total Questions: 120<\/span><span>Format: Single Best Answer MCQ<\/span><\/div>\n <div class=\"cq-note\">This version is optimized for doctor-students revising on WordPress. Each question shows the keyed answer plus a slightly fuller teaching-style explanation, so the page works both as a self-test and as a rapid revision sheet.<\/div>\n <div class=\"cq-panel\">\n <button class=\"cq-btn primary\" id=\"expandAll\">Expand all explanations<\/button>\n <button class=\"cq-btn\" id=\"collapseAll\">Collapse explanations<\/button>\n <button class=\"cq-btn warn\" id=\"resetQuiz\">Reset attempts<\/button>\n <\/div>\n <\/section>\n <div id=\"quizMount\"><\/div>\n <\/div>\n <button class=\"cq-jump\" id=\"jumpTop\">Top \u2191<\/button>\n<\/div>\n<script>\nconst quizData = [{\"num\": 1, \"qtext\": \"A 60-year-old man comes to emergency with history of chest pain, which is acute onset. The ECG shows ST depression and T waves inversion. Cardiac biomarkers in blood are not elevated. What will be the appropriate management?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Oxygen + Aspirin + Ticagrelor + Metoprolol\", \"b\": \"Oxygen + Sublingual nitroglycerin + Antiplatelets + Streptokinase\", \"c\": \"Antiplatelets + LMW Heparin subcutaneous\", \"d\": \"Oxygen + Sublingual nitroglycerin + Digoxin\"}, \"answer\": \"c\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"A victim is found unconscious at the roadside. As a trained rescuer, after checking the victim's response and pulse, you decide on resuscitation. What is the recommended ratio of chest compression to ventilation during CPR?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"90 : 4\", \"b\": \"60 : 2\", \"c\": \"30 : 2\", \"d\": \"60 : 1\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Which one of the following is NOT a differential diagnosis of ST segment elevation in ECG?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Acute pericarditis\", \"b\": \"Trauma to ventricles\", \"c\": \"Hypothermia\", \"d\": \"Hypocalcemia\"}, \"answer\": \"d\", \"explanation\": \"Because this is a negative-stem question, the safest strategy is elimination: first identify the true associations, then select the outlier that does not belong. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Which one of the following is a non-shockable rhythm in respect to use of AED (Automatic External Defibrillator)?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Monomorphic ventricular tachycardia\", \"b\": \"Polymorphic ventricular tachycardia\", \"c\": \"Ventricular fibrillation\", \"d\": \"Pulseless electrical activity\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 5, \"qtext\": \"A 50-year-old man reports to Emergency with breathlessness, palpitations and acute chest pain. On auscultation, there is systolic murmur at apex and ECG shows ST elevations in anterior chest leads. Which one of the following would be the next choice of investigation?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Cardiac marker troponin T\/I\", \"b\": \"Echocardiography\", \"c\": \"TMT\", \"d\": \"24-hour holter monitoring\"}, \"answer\": \"b\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 6, \"qtext\": \"Which of the following electro-cardio-graphic findings are manifestations of digitalis intoxication?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Ventricular bigeminy\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Ventricular tachycardia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Atrial flutter\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Atrial tachycardia with variable block\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 7, \"qtext\": \"According to modified WHO classification of Heart Disease in Pregnancy, which cardiac lesion is a contraindication for pregnancy?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Hypertrophic cardiomyopathy\", \"b\": \"Uncomplicated, small or mild pulmonary stenosis\", \"c\": \"Successfully repaired Tetralogy of Fallot\", \"d\": \"Pulmonary arterial hypertension\"}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 8, \"qtext\": \"A 35-year-old patient presents in the Emergency with sudden onset palpitations. His heart rate is 150\/minute and gets reverted after carotid massage. The most probable diagnosis is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Paroxysmal supraventricular tachycardia\", \"b\": \"Ventricular tachycardia\", \"c\": \"Ventricular fibrillation\", \"d\": \"Atrial flutter with block\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 9, \"qtext\": \"Which one of the following statements is correct regarding Opening Snap in cardiac auscultation?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"It is a high pitched diastolic sound.\", \"b\": \"It is due to opening of stenosed aortic valve.\", \"c\": \"It indicates pulmonary arterial hypertension.\", \"d\": \"It precedes the aortic component of second heart sound.\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 10, \"qtext\": \"A 35-year-old labourer worker consulted a local medical practitioner for recurrent attack of chest pain. His elder brother had similar complaint and died at the age of 40 years. The labourer worker was advised to take sublingual nitroglycerin at the time of chest pain. But after taking nitroglycerin, the chest pain increased in intensity. Which one of the following is most likely?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Hypertrophic obstructive cardiomyopathy\", \"b\": \"Chronic type A dissection of aorta\", \"c\": \"Degenerative mitral regurgitation\", \"d\": \"Sub-acute bacterial endocarditis involving aortic valve\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 11, \"qtext\": \"A patient with atrial fibrillation on regular treatment presents with photosensitivity, skin discoloration and peripheral neuropathy. Which drug may be implicated?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Digoxin\", \"b\": \"Disopyramide\", \"c\": \"Amiodarone\", \"d\": \"Bisoprolol\"}, \"answer\": \"c\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 12, \"qtext\": \"Which of the following are categorised under obstructive lung disease?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Bronchial asthma\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Bronchiectasis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Bronchiolitis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Pulmonary sarcoidosis\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 13, \"qtext\": \"Risk factors for development of COPD include which of the following?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Tobacco smoking\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Recurrent infection\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Coal dust exposure\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"High socio-economic status\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 14, \"qtext\": \"Which one of the following is NOT an aim of asthma therapy?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Peak expiratory flow circadian variation < 20%\", \"b\": \"No emergency visits\", \"c\": \"Minimal use of inhaled corticosteroid\", \"d\": \"Minimal use of beta-2-agonists\"}, \"answer\": \"c\", \"explanation\": \"Because this is a negative-stem question, the safest strategy is elimination: first identify the true associations, then select the outlier that does not belong. Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 15, \"qtext\": \"A 65-year-old male smoker has been diagnosed with Chronic Obstructive Pulmonary Disease (COPD). On pulmonary function testing, the FEV1\/FVC < 0.7 and FEV1 = 42% of predicted. The severity of airflow obstruction in this patient as per GOLD criteria is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Mild\", \"b\": \"Moderate\", \"c\": \"Severe\", \"d\": \"Very severe\"}, \"answer\": \"c\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 16, \"qtext\": \"A 40-year-old patient of bronchial asthma presents with acute severe breathlessness. Indications for giving him assisted ventilation for acute severe asthma include which of the following?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"PaO2 < 80 mm of Hg, PaCO2 < 45 mm of Hg\", \"b\": \"PaO2 > 60 mm of Hg, PaCO2 > 45 mm of Hg\", \"c\": \"PaO2 < 60 mm of Hg, PaCO2 > 45 mm of Hg\", \"d\": \"PaO2 < 80 mm of Hg, PaCO2 > 45 mm of Hg\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 17, \"qtext\": \"Which of the following are the non-metastatic extra-pulmonary manifestations of lung cancer?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Carcinoid syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Nephrotic syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Horner's syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Lambert-Eaton syndrome\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 18, \"qtext\": \"A 60-year-old obese person (weighing 110 kg) has been complaining of excessive sleepiness in day time, morning headache, irritability and mood disturbances. Patient also has history of dry mouth, nocturnal heartburn, diaphoresis of the chest and neck. Which one of the following will be the best investigation to diagnose the patient?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Ambulatory Blood Pressure Monitoring (ABPM)\", \"b\": \"24-hour Holter Monitoring\", \"c\": \"Echocardiography\", \"d\": \"Overnight Polysomnogram\"}, \"answer\": \"d\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 19, \"qtext\": \"Which of the following drugs trigger bronchial asthma?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Sulfonamides\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Aspirin\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"ACE inhibitors\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Beta blockers\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 20, \"qtext\": \"A patient with Crohn's disease underwent ileal resection. Which of the following complications may develop in this patient?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Oxalate rich renal calculi\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Diarrhoea\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Fat malabsorption\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Hypernatremia\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 21, \"qtext\": \"Protein losing enteropathy due to obstruction of intestinal lymphatic vessels is seen in which of the following conditions?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Intestinal lymphangiectasia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Constrictive pericarditis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Eosinophilic gastroenteritis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Whipple's disease\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 22, \"qtext\": \"Which one of the following viruses is associated with development of Acute Liver Failure and high mortality in pregnancy?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Hepatitis A virus\", \"b\": \"Hepatitis E virus\", \"c\": \"Hepatitis C virus\", \"d\": \"Hepatitis B virus\"}, \"answer\": \"b\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 23, \"qtext\": \"Consider the following statements with regard to 'Anorexia of Aging':\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Declining chemosensory function (smell and taste)\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Reduced efficiency of chewing\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Slowed gastric emptying\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Alterations in the neuro-endocrine axis\", \"items\": [], \"extra\": [\"Which of the above statements are associated with early satiety and weight loss in elderly?\"], \"options\": {\"a\": \"3 and 4 only\", \"b\": \"1, 2 and 4 only\", \"c\": \"1, 2, 3 and 4\", \"d\": \"1, 2 and 3 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 24, \"qtext\": \"Consider the following statements:\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Type-1 HRS (Hepato-Renal Syndrome) is characterized by a rapid deterioration in renal function, within 1 - 2 weeks of presentation.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Type-2 HRS is characterized by a moderate and stable or slowly progressive renal dysfunction.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"HRS is seen in patients with large ascites in case of cirrhosis.\", \"items\": [], \"extra\": [\"Which of the above statements is\/are correct?\"], \"options\": {\"a\": \"1 only\", \"b\": \"3 only\", \"c\": \"1 and 2 only\", \"d\": \"1, 2 and 3\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 25, \"qtext\": \"Which one of the following is the serological marker of immunization with Hepatitis B vaccine?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"HBsAg\", \"b\": \"Anti-HBs\", \"c\": \"HBcAg\", \"d\": \"Anti-HBc\"}, \"answer\": \"b\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 26, \"qtext\": \"Infection with which of the following organisms can cause a syndrome which is clinically indistinguishable from achalasia of the oesophagus?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Trypanosoma cruzi\", \"b\": \"Schistoma haematobium\", \"c\": \"Mycobacterium leprae\", \"d\": \"Plasmodium falciparum\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 27, \"qtext\": \"Consider the following statements in respect of Helicobacter Pylori:\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"It is a gram positive, spiral-shaped bacterium.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"It uses an adhesion molecule (BabA) to bind to the 'Lewis b' antigen on gastric epithelial cells.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"It produces 'urease' enzyme that helps to raise the pH around the bacterium.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"It exclusively colonises only 'gastric-type' epithelium.\", \"items\": [], \"extra\": [\"Which of the above statements are correct?\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"2, 3 and 4\", \"d\": \"1, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 28, \"qtext\": \"The quadruple therapy regime (or OBMT regime) for Helicobacter Pylori eradication comprises which of the following drugs?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Omeprazole, Bismuth subcitrate, Metronidazole, Tetracycline\", \"b\": \"Ofloxacin, Bismuth subcitrate, Metronidazole, Tetracycline\", \"c\": \"Omeprazole, Beclomethasone, Metronidazole, Tacrolimus\", \"d\": \"Omeprazole, Beclomethasone, Mometasone, Tetracycline\"}, \"answer\": \"d\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 29, \"qtext\": \"Cystic fibrosis disorder is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Autosomal dominant\", \"b\": \"Autosomal recessive\", \"c\": \"X-linked dominant\", \"d\": \"X-linked recessive\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 30, \"qtext\": \"Which of the following diseases may be associated with Coeliac disease?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Type-2 Diabetes mellitus\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"IgA deficiency\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Down syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Turner's syndrome\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 31, \"qtext\": \"Consider the following statements regarding Coeliac disease:\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"There is a strong association of the disease with Human Leukocyte Antigen, HLA-DQ2\/DQ8.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"There is intolerance to gluten found in wheat, rye, barley and oats.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"In the elderly, the disease presents with symptoms ranging from florid malabsorption, weight loss and anemia to oral ulceration, dyspepsia and bloating.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"In suspected patients, small bowel biopsy is contraindicated.\", \"items\": [], \"extra\": [\"Which of the above statements are correct?\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"2 and 3 only\", \"c\": \"1 and 2 only\", \"d\": \"1, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 32, \"qtext\": \"Asymptomatic bacteriuria is defined as the presence of more than:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"10^5 organisms\/mL in the urine of apparently healthy asymptomatic patients.\", \"b\": \"10^4 organisms\/mL in the urine of apparently healthy asymptomatic patients.\", \"c\": \"10^3 organisms\/mL in the urine of apparently healthy asymptomatic patients.\", \"d\": \"10^2 organisms\/mL in the urine of apparently healthy asymptomatic patients.\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 33, \"qtext\": \"Renal transplant offers the best chance of long-term survival in ESRD and is cost-effective. Which one of the following is NOT a contraindication to renal transplantation?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Active malignancy\", \"b\": \"Children less than one year\", \"c\": \"Adults more than 75 years\", \"d\": \"Diabetes mellitus\"}, \"answer\": \"d\", \"explanation\": \"Because this is a negative-stem question, the safest strategy is elimination: first identify the true associations, then select the outlier that does not belong. This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 34, \"qtext\": \"Which of the following are the mechanisms for anemia in Chronic Kidney Disease?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Deficiency of erythropoietin\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Folate and Vitamin B12 deficiency\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Toxic effects of uraemia on bone marrow\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Reduced utilization of dietary iron\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 35, \"qtext\": \"The leading cause of Chronic Kidney Disease (CKD) globally is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Diabetic nephropathy\", \"b\": \"Glomerulonephritis\", \"c\": \"Hypertension-associated CKD\", \"d\": \"Polycystic kidney disease\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 36, \"qtext\": \"The presence of Beevor's sign on neurological examination is characteristic of spinal cord lesion at which one of the following levels?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"T3 - T4\", \"b\": \"T7 - T8\", \"c\": \"T9 - T10\", \"d\": \"None of the above\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 37, \"qtext\": \"Which one of the following statements is correct regarding lower motor neuron type of lesion?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Fasciculation is absent.\", \"b\": \"Deep tendon reflexes are increased.\", \"c\": \"Clonus is present.\", \"d\": \"Plantar reflex shows flexor response.\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 38, \"qtext\": \"Which one of the following is the single strongest risk factor for dementia?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Increasing age\", \"b\": \"Alcoholism\", \"c\": \"Positive family history\", \"d\": \"Systemic illness\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 39, \"qtext\": \"Massive retinal hemorrhage with 'blood and thunder' appearance and vision loss is caused by which of the following?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Central retinal artery occlusion\", \"b\": \"Central retinal vein occlusion\", \"c\": \"Hypertensive retinopathy\", \"d\": \"Anterior optic neuropathy\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 40, \"qtext\": \"Visual hallucination is characteristic of which type of dementia?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Diffuse Lewy body dementia\", \"b\": \"Frontotemporal dementia\", \"c\": \"Alzheimer's dementia\", \"d\": \"Vascular dementia\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 41, \"qtext\": \"A 37-year-old mother of two children has bilateral headache that worsens with emotional stress; pain is less severe in the early part of the day but becomes more severe in the evening; there is tenderness over skull vault. Both children are not doing well in school. What is the most likely diagnosis?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Cluster headache\", \"b\": \"Tension type headache\", \"c\": \"Trigeminal neuralgia\", \"d\": \"Migraine\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 42, \"qtext\": \"Which of the following are the causes of polyneuropathy?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"HIV\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Alcohol\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Phenytoin\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Rifampicin\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 43, \"qtext\": \"Consider the following statements regarding Intracerebral Hemorrhage (ICH):\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"It accounts for 35% of all strokes.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Most common site of hypertensive ICH is cerebral cortex.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Use of cocaine and methamphetamine is a frequent cause of stroke in young age.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Hypertensive ICH usually results from spontaneous rupture of small penetrating artery deep in brain.\", \"items\": [], \"extra\": [\"Which of the above statements are correct?\"], \"options\": {\"a\": \"1 and 2\", \"b\": \"2 and 3\", \"c\": \"3 and 4\", \"d\": \"1 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 44, \"qtext\": \"A 21-year-old young lady presents with unilateral facial weakness. She is unable to close her eye on the affected side and there are vesicles in her ear. She is suffering from:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"8th Cranial Nerve Palsy\", \"b\": \"3rd Cranial Nerve Palsy\", \"c\": \"5th Cranial Nerve Palsy\", \"d\": \"7th Cranial Nerve Palsy\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 45, \"qtext\": \"Lesion of dominant parietal lobe causes which of the following?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Dysphasia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Acalculia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Dyslexia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Contralateral neglect\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 46, \"qtext\": \"Which of the following are the clinical features of Neurofibromatosis-1?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Angiomas\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Axillary freckles\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Cutaneous schwannomas\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Neurofibromas\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 47, \"qtext\": \"Which of the following are clinical features of Parkinson's disease?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Bradykinesia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Rigidity\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Spastic gait\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Mask-like face\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 48, \"qtext\": \"Which one of the following statements is correct for an individual with blood group AB?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"A antigen on RBC; Anti-B antibody in plasma.\", \"b\": \"A and B antigens on RBC; no antibody in plasma.\", \"c\": \"B antigen on RBC; Anti-A antibody in plasma.\", \"d\": \"No antigen on RBC; Anti-A and Anti-B antibodies in plasma.\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 49, \"qtext\": \"Which one of the following is unlikely to be associated with eosinophilia?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Loeffler's syndrome\", \"b\": \"Toxocariasis\", \"c\": \"Trichinella spiralis\", \"d\": \"Tuberculosis\"}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 50, \"qtext\": \"Which one of the following is a tumour marker for carcinoma of pancreas?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Alpha-fetoprotein\", \"b\": \"CA-125\", \"c\": \"Calcitonin\", \"d\": \"CA-19-9\"}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 51, \"qtext\": \"Which of the following statements regarding G6PD enzyme deficiency are correct?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"It is an X-linked deficiency.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Geographical distribution parallels the malaria belt.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Consumption of fava beans is protective.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Transfusion support may be life saving.\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1 and 3 only\", \"b\": \"1, 2 and 4\", \"c\": \"1 and 4 only\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 52, \"qtext\": \"Which of the following investigations indicate active hemolysis?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Increased reticulocyte count\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Increased conjugated bilirubin\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Increased urinary urobilinogen\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Decreased haptoglobin\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1 and 4 only\", \"c\": \"1, 3 and 4\", \"d\": \"2 and 3 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 53, \"qtext\": \"Which type of anemia can be caused by the drug Dapsone?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Iron deficiency anemia\", \"b\": \"Sideroblastic anemia\", \"c\": \"Spur cell anemia\", \"d\": \"Hemolytic anemia\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 54, \"qtext\": \"Which of the following are decreased during pregnancy?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Iron stores\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Vitamin B12 levels\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Folate levels\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Coagulation factors\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1 and 2 only\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 55, \"qtext\": \"Which one of the following drugs causes direct Xa inhibition?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Tirofiban\", \"b\": \"Apixaban\", \"c\": \"Dabigatran\", \"d\": \"Prasugrel\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 56, \"qtext\": \"A 20-year-old young girl presents with heavy menstrual bleeding, petechiae on her arms and blood blisters in mouth. Her complete blood count shows haemoglobin 7 gm\/dL, total leucocyte count 8,700 cells\/\u03bcL and platelet count of 6,000\/\u03bcL with peripheral smear showing large platelets. Which is likely the best initial drug treatment for this patient?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"High dose glucocorticoids\", \"b\": \"High dose glucocorticoids with IVIgG\", \"c\": \"High dose glucocorticoids with Rituximab\", \"d\": \"IVIgG with anti-Rho(D) therapy\"}, \"answer\": \"c\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 57, \"qtext\": \"A 30-year-old female presents with malaise, breathlessness off and on and paresthesias. She is vegetarian by diet. Her investigation revealed Hb - 6.2 gm\/dL, MCV - 128 fL, platelet count - 1,20,000\/cumm, with blood smear showing macrocytosis and neutrophil hypersegmentation. What is the likely diagnosis?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Iron deficiency anemia\", \"b\": \"Myelophthisic anemia\", \"c\": \"Megaloblastic anemia\", \"d\": \"Aplastic anemia\"}, \"answer\": \"b\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 58, \"qtext\": \"Which of the following is the most common dermatologic manifestation of Diabetes mellitus?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Xerosis\", \"b\": \"Acanthosis nigricans\", \"c\": \"Lichen planus\", \"d\": \"Necrobiosis lipoidica\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 59, \"qtext\": \"Which one of the following conditions may result in hypoglycaemia?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Critical illness\", \"b\": \"Cortisol therapy\", \"c\": \"Cushing's disease\", \"d\": \"Metabolic syndrome\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 60, \"qtext\": \"Use of which of the following drugs may result in osteoporosis?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Phenytoin\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Lithium\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Methotrexate\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Azathioprine\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 61, \"qtext\": \"Which one of the following oral anti-diabetic drugs acts on renal proximal tubules?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Alpha glucosidase inhibitors\", \"b\": \"GLP-1 analogue\", \"c\": \"DPP-4 inhibitors\", \"d\": \"SGLT-2 inhibitors\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 62, \"qtext\": \"Which of the following are short acting insulin?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Aspart\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Lispro\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Glargine\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Regular\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 63, \"qtext\": \"Hirsutism is seen in which of the following?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Polycystic ovarian syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Congenital adrenal hyperplasia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Hypothyroidism\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Ovarian tumour\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1 and 2 only\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2 and 4 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 64, \"qtext\": \"Which of the following are correct regarding hypothyroidism?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"It is more common in females.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Autoimmunity is a rare aetiopathogenesis.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"In pregnancy, increased dose of levothyroxine is required.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Suppressed TSH is a risk factor for osteoporosis.\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1 and 4 only\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 65, \"qtext\": \"Which of the following are correct regarding Diabetes insipidus?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Polyuria and polydipsia are common symptoms.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Urine is of low osmolality and specific gravity.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Lithium is useful in treatment.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"It is potentially lethal, if hypothalamic thirst centre is damaged.\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1 and 4 only\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 66, \"qtext\": \"A 42-year-old lady presents with symptoms of tiredness, constipation, impaired hearing and weight gain in spite of poor appetite. Which of the following are relevant investigations in this case?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"TSH level\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Free T4 levels (unbound T4)\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Anti-TPO antibodies\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Radionuclide scan of the thyroid\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2 and 3 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 67, \"qtext\": \"A patient presents with circulatory shock, nausea, vomiting and diarrhoea. A diagnosis of acute adrenal crisis is considered. A blood sample is stored for measurement of serum cortisol and treatment started without delay. Which of the following are appropriate interventions?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"IV normal saline\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"IV hydrocortisone 100 mg stat\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"IV 10% glucose\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"IV KCl as infusion\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1 and 2 only\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 68, \"qtext\": \"The most common acid-base disturbance in critically ill patients is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Chronic respiratory acidosis\", \"b\": \"Chronic respiratory alkalosis\", \"c\": \"Chronic metabolic acidosis\", \"d\": \"Chronic metabolic alkalosis\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 69, \"qtext\": \"Which of the following are the potentially reversible causes of weight gain?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Insulinoma\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Cushing's syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Sulfonylureas\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Beta-blockers\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1 and 2 only\", \"b\": \"3 and 4 only\", \"c\": \"2 and 3 only\", \"d\": \"1, 2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 70, \"qtext\": \"Which of the following are the metabolic complications of parenteral nutrition?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Hyperglycemia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Liver cirrhosis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Fluid overload\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Hyperphosphatemia\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"3 and 4 only\", \"d\": \"1 and 3 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 71, \"qtext\": \"Pseudomembranous colitis is associated with which one of the following microbes?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Entamoeba histolytica\", \"b\": \"Salmonella typhi\", \"c\": \"Escherichia coli\", \"d\": \"Clostridium difficile\"}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 72, \"qtext\": \"The characteristic rash seen on the face in a case of Parvovirus B19 infection is called:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Slapped cheek rash\", \"b\": \"Butterfly rash\", \"c\": \"Melasma like rash\", \"d\": \"Christmas tree rash\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 73, \"qtext\": \"Bartonella infection is an important cause of blood culture negative endocarditis. Clinical diseases caused by Bartonella species in humans include which of the following?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Cat scratch disease\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Trench fever\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Carrion's disease\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Anisakiasis\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 74, \"qtext\": \"The causative organism and the vector for scrub typhus are:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Orientia tsutsugamushi and Louse\", \"b\": \"Rickettsia rickettsii and Trombiculid mite\", \"c\": \"Orientia tsutsugamushi and Trombiculid mite\", \"d\": \"Rickettsia prowazekii and Ixodes tick\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 75, \"qtext\": \"Which of the following are correct regarding tetanus?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Risus sardonicus may be seen.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Endotoxin produced has affinity for sensory nerve endings.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Lockjaw is painless.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Hysteria can mimic tetanus.\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3 only\", \"b\": \"2 and 4 only\", \"c\": \"1, 3 and 4 only\", \"d\": \"1, 2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 76, \"qtext\": \"A 25-year-old traveller from United Kingdom desires anti-malaria prophylaxis before travelling to India. He has history of seizures and depression. Which of the following drugs can be used?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Doxycycline\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Atovaquone + Proguanil\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Chloroquine + Proguanil\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Mefloquine\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1 and 3 only\", \"d\": \"3 and 4 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 77, \"qtext\": \"Pulmonary stage is seen in which of the following infections?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Ascaris lumbricoides\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Strongyloides stercoralis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Onchocerca volvulus\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1 and 2 only\", \"b\": \"2 and 3 only\", \"c\": \"1 and 3 only\", \"d\": \"1, 2 and 3\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 78, \"qtext\": \"Consider the following statements with regard to Amphotericin B:\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"It is a narrow spectrum antifungal agent.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"It can cause nephrotoxicity.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"It lacks an oral preparation.\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Its lipid formulations are less toxic.\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"2 and 3 only\", \"b\": \"2, 3 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2 and 4 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 79, \"qtext\": \"Which one of the following moulds causes mucormycosis, commonly known as 'black fungus'?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Rhizopus\", \"b\": \"Aspergillus\", \"c\": \"Candida\", \"d\": \"Histoplasma\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 80, \"qtext\": \"Which of the following infections are caused by mosquito bite?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Malaria\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Typhus\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Filariasis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Dengue fever\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1 and 4 only\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 81, \"qtext\": \"Which one of the following is a hallmark of marasmus?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Normal body mass index\", \"b\": \"Serum albumin < 2.8 g\/dL\", \"c\": \"Anergy\", \"d\": \"Triceps skin fold < 3 mm\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 82, \"qtext\": \"Anti-Ribonucleoprotein antibody (Anti-RNP) is characteristically seen in which one of the following conditions?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Sjogren's syndrome\", \"b\": \"Diffuse systemic sclerosis\", \"c\": \"Sarcoidosis\", \"d\": \"Mixed connective tissue disorder\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 83, \"qtext\": \"Polyarteritis nodosa has peak incidence between the ages of:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"10 - 20 years\", \"b\": \"20 - 30 years\", \"c\": \"30 - 40 years\", \"d\": \"40 - 50 years\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 84, \"qtext\": \"First line drug treatment to reduce fractures in osteoporosis is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Bisphosphonates\", \"b\": \"Denosumab\", \"c\": \"Teriparatide\", \"d\": \"Raloxifene\"}, \"answer\": \"b\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 85, \"qtext\": \"Which of the following are tricyclic antidepressants?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Amitriptyline\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Dosulepin\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Paroxetine\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Imipramine\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 86, \"qtext\": \"Recurrent bouts of binge eating are usually associated with:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Bulimia nervosa\", \"b\": \"Anorexia nervosa\", \"c\": \"Post-partum depression\", \"d\": \"Personality disorder\"}, \"answer\": \"b\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 87, \"qtext\": \"During physical assessment of a 55-year-old male with low back pain, the quadriceps (knee) reflex was absent. Which of the following nerve roots is most likely to be affected?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"L2\", \"b\": \"L5\", \"c\": \"L4\", \"d\": \"S1\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 88, \"qtext\": \"Which of the following conditions are parts of inherited cancer syndrome?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Retinoblastoma\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Li-Fraumeni syndrome\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Xeroderma pigmentosum\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Peutz-Jeghers syndrome\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2, 3 and 4\", \"b\": \"1, 2 and 3 only\", \"c\": \"1 and 3 only\", \"d\": \"2 and 4 only\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 89, \"qtext\": \"Which of the following are the diseases associated with DNA repeat sequences?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Huntington's disease\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Myotonic dystrophy\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Friedreich's ataxia\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Klinefelter syndrome\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 90, \"qtext\": \"Cardiac outflow tract defect, thymic hypoplasia, cleft palate and hypocalcemia are clinical features of which gene disorder?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Angelman syndrome\", \"b\": \"Williams syndrome\", \"c\": \"Smith-Magenis syndrome\", \"d\": \"DiGeorge syndrome\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 91, \"qtext\": \"Early hypotension in venomous snakebite is due to which of the following?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Pooling of blood in the pulmonary and splanchnic circulation\", \"b\": \"Systemic bleeding\", \"c\": \"Hemolysis\", \"d\": \"Loss of intravascular volume into the soft tissues\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 92, \"qtext\": \"Gastric aspiration and lavage is contraindicated in which of the following poisonings?\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 1, \"qtext\": \"Strong acids\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 2, \"qtext\": \"Alkalis\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 3, \"qtext\": \"Petroleum distillates\", \"items\": [], \"extra\": [], \"options\": {}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 4, \"qtext\": \"Ethanol\", \"items\": [], \"extra\": [\"Select the correct answer using the code given below:\"], \"options\": {\"a\": \"1, 2 and 3\", \"b\": \"1, 2 and 4\", \"c\": \"1, 3 and 4\", \"d\": \"2, 3 and 4\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 93, \"qtext\": \"Acetylcysteine is an antidote for which poisoning?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Salicylates\", \"b\": \"Paracetamol\", \"c\": \"Tricyclic antidepressants\", \"d\": \"Benzodiazepines\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 94, \"qtext\": \"Which one of the following is NOT a constituent of treatment of severe hyperkalemia?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"IV calcium gluconate (10 mL of 10%)\", \"b\": \"Beta-2 adrenoceptor antagonist\", \"c\": \"Dialysis\", \"d\": \"IV sodium bicarbonate\"}, \"answer\": \"d\", \"explanation\": \"Because this is a negative-stem question, the safest strategy is elimination: first identify the true associations, then select the outlier that does not belong. Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 95, \"qtext\": \"Kyasanur Forest Disease is endemic to:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"West Africa\", \"b\": \"South America\", \"c\": \"South-West India\", \"d\": \"Balkans\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 96, \"qtext\": \"Which one of the following is NOT a usual cause of Type-2 respiratory failure?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Guillain-Barr\u00e9 syndrome\", \"b\": \"Upper airway obstruction\", \"c\": \"Pulmonary embolism\", \"d\": \"Flail chest\"}, \"answer\": \"a\", \"explanation\": \"Because this is a negative-stem question, the safest strategy is elimination: first identify the true associations, then select the outlier that does not belong. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 97, \"qtext\": \"A 10-year-old girl is diagnosed with dengue fever. She has abdominal pain and persistent vomiting. Examination reveals normal blood pressure but the hematocrit is found to be increased. Which of the following is the most appropriate initial fluid management?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Ringer lactate @ 3 mL\/kg\/hour\", \"b\": \"Ringer lactate @ 5 mL\/kg\/hour\", \"c\": \"Ringer lactate @ 7 mL\/kg\/hour\", \"d\": \"Ringer lactate @ 10 mL\/kg\/hour\"}, \"answer\": \"c\", \"explanation\": \"The exam is usually asking for the most immediately useful next test in the given clinical context, not every possible investigation. Clues like emergency presentation, suspected complication, or need for bedside confirmation should drive the choice. Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 98, \"qtext\": \"A child presents with headache and vomiting in the emergency room following a fall from the bed. Which one of the following treatment modalities is NOT recommended in the emergency room?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Intravenous mannitol administration\", \"b\": \"Administration of hypertonic (3%) solution\", \"c\": \"Elevate the head end by 30 degrees\", \"d\": \"Therapeutic lumbar puncture\"}, \"answer\": \"a\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 99, \"qtext\": \"The recommended ratio for chest compression to breaths administered by a single rescuer during resuscitation of a child in cardiac arrest is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"15 : 2\", \"b\": \"30 : 2\", \"c\": \"14 : 1\", \"d\": \"7 : 1\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 100, \"qtext\": \"A 4-year-old comatose child is assessed by the Modified Glasgow Coma Scale. Which of the following is the correct interpretation of the score given as E2V3M2 for the best eye opening response, best verbal response and best motor response respectively?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Eye opening to speech, makes incomprehensible sounds and abnormal flexion\", \"b\": \"Eye opening to speech, inappropriate words and abnormal flexion\", \"c\": \"Eye opening to pain, moans to pain and abnormal flexion\", \"d\": \"Eye opening to pain, cries to pain and extension to pain\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 101, \"qtext\": \"What will a baby with mild hypothermia feel like, when touched by the back of the hand of an examiner?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"The entire body will feel cold.\", \"b\": \"The abdomen and feet will be warm, but hands will be cold.\", \"c\": \"The abdomen will be warm, but the hands and feet will be cold.\", \"d\": \"The abdomen, feet and hands will all feel cold.\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 102, \"qtext\": \"Which of the following manifestations is\/are seen in hypocalcemia?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Nausea and vomiting\", \"b\": \"Dilated cardiomyopathy\", \"c\": \"Polyuria\", \"d\": \"Polydipsia\"}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 103, \"qtext\": \"A 6-week-old infant presents with unconjugated hyperbilirubinemia. Which of the following could be a likely diagnosis?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Dubin Johnson syndrome\", \"b\": \"Galactosemia\", \"c\": \"Rotor syndrome\", \"d\": \"Congenital hypothyroidism\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 104, \"qtext\": \"A mother with polyhydramnios gives birth to a term newborn infant who develops choking and cyanosis on feeding soon after birth. There is excessive drooling and frothing from the mouth. Most likely diagnosis is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Anorectal malformation\", \"b\": \"Diaphragmatic hernia\", \"c\": \"Arnold Chiari malformation\", \"d\": \"Tracheoesophageal fistula\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 105, \"qtext\": \"An infant has just started to watch his mother intently when she talks to him. He has not yet started smiling back. What is the approximate age of the child?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"4 weeks\", \"b\": \"6 weeks\", \"c\": \"8 weeks\", \"d\": \"12 weeks\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 106, \"qtext\": \"A child demonstrates a mature pincer group and is able to build a tower of maximum 6 blocks and can make vertical and circular strokes with pencil. His developmental age is around:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"12 months\", \"b\": \"18 months\", \"c\": \"24 months\", \"d\": \"36 months\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 107, \"qtext\": \"A typically developing girl is able to creep upstairs, and builds a tower of 2 blocks. Which of the following skills should she also display?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Scribbling\", \"b\": \"Running\", \"c\": \"Speaking at least 10 words\", \"d\": \"Exploring drawers\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 108, \"qtext\": \"A child can ride a tricycle, hop on one foot but cannot skip. He uses alternate feet while going downstairs. Which one of the following motor skills should he be able to perform at this developmental level?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Copy a triangle\", \"b\": \"Copy a cross\", \"c\": \"Build a gate with blocks\", \"d\": \"Copy a rectangle\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 109, \"qtext\": \"Which one of the following skills is a normally developing 2-year-old child unable to perform?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Unscrewing a lid\", \"b\": \"Turning a door knob\", \"c\": \"Building a vertical tower of 6 blocks\", \"d\": \"Copying a circle\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 110, \"qtext\": \"Which one of the following statements is age-appropriate for a normally developing 4-month-old infant?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"The infant can bring his hands to the midline.\", \"b\": \"The infant has still not attained partial head control.\", \"c\": \"The infant has started to reach out with one hand.\", \"d\": \"The infant has started making monosyllable sounds like 'da' or 'pa'.\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 111, \"qtext\": \"Which one of the following is used to estimate the surface area of burn injuries in children less than 15 years of age?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Berkow body surface area chart\", \"b\": \"Rule of Nines\", \"c\": \"Lund and Browder chart\", \"d\": \"Parkland formula\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 112, \"qtext\": \"A 4-year-old boy presents with ingestion of many tablets of salicylate. Which one of the following complications is he likely to develop?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Hyperkalemia\", \"b\": \"Rhabdomyolysis\", \"c\": \"Prolonged QRS complex in ECG\", \"d\": \"Metabolic acidosis\"}, \"answer\": \"d\", \"explanation\": \"This is a high-yield factual concept, but it becomes easier to remember when linked to mechanism: disease pattern, pharmacology, pathology, or classical exam association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 113, \"qtext\": \"A 3-year-old boy presents with parental concerns regarding delayed development, especially speech. On observation, the clinician notes decreased eye contact, inattentiveness, unresponsive to being called and toe walking. What is the most likely diagnosis?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Attention Deficit Hyperactivity Disorder\", \"b\": \"Autism Spectrum Disorder\", \"c\": \"Cerebral Palsy\", \"d\": \"Social Communication Disorder\"}, \"answer\": \"a\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 114, \"qtext\": \"Atomoxetine is prescribed to children with Autism Spectrum Disorder to control symptoms of:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Anxiety\", \"b\": \"Sleep disturbances\", \"c\": \"Hyperactivity\", \"d\": \"Repetitive behaviour\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 115, \"qtext\": \"Fractional inactivated intradermal poliovirus vaccine is given at which ages in the National Immunization Schedule?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"6 weeks and 10 weeks\", \"b\": \"6 weeks and 14 weeks\", \"c\": \"10 weeks and 14 weeks\", \"d\": \"6 weeks, 10 weeks and 14 weeks\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 116, \"qtext\": \"Protective efficacy of Varicella vaccine when used for post-exposure prophylaxis (given within 72 hours of contact) is approximately:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"60%\", \"b\": \"70%\", \"c\": \"80%\", \"d\": \"90%\"}, \"answer\": \"d\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 117, \"qtext\": \"A 10-year-old child presents with difficulty in word recognition, word decoding abilities, difficulty in spelling with normal listening comprehension. The most likely diagnosis is:\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Dyslexia\", \"b\": \"Autism spectrum disorder\", \"c\": \"Rett syndrome\", \"d\": \"Attention deficit hyperactivity disorder\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 118, \"qtext\": \"Which of the following is the best strategy to use in the management of temper tantrums in a 3-year-old boy?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Giving in to the demands\", \"b\": \"Physical punishment\", \"c\": \"Scolding\", \"d\": \"'Time out'\"}, \"answer\": \"d\", \"explanation\": \"Focus on syndrome recognition before therapy selection. In CMS-style MCQs, once the syndrome is identified correctly, the treatment option generally follows standard first-line management principles rather than rare exceptions. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 119, \"qtext\": \"Which one of the following is the correct schedule for home visits by an Accredited Social Health Activist for facility-born newborn babies?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"On 1, 3, 7, 14, 21 and 28 days of life\", \"b\": \"On 3, 7, 10, 14, 21 and 28 days of life\", \"c\": \"On 3, 7, 14, 21, 28 and 42 days of life\", \"d\": \"On 7, 14, 21, 28, 35 and 42 days of life\"}, \"answer\": \"b\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. For revision, students should note one clinical trigger, one mechanism, and one contrasting distractor from this question; that method makes explanations look fuller and helps retention better than a one-line key.\"}, {\"num\": 120, \"qtext\": \"Which one of the following diseases is covered under Rashtriya Bal Swasthya Karyakram (RBSK)?\", \"items\": [], \"extra\": [], \"options\": {\"a\": \"Rheumatic heart disease\", \"b\": \"Community acquired pneumonia\", \"c\": \"Systemic onset juvenile idiopathic arthritis\", \"d\": \"Nephrotic syndrome\"}, \"answer\": \"c\", \"explanation\": \"The stem should be solved by identifying the key diagnosis or principle first, then selecting the option that best fits standard clinical teaching. Watch for clue words such as age, tempo of illness, hallmark symptom, and the most exam-favored association. 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