New & Free! Online Sample Pediatric and Renal Nutrition Practice Specialty Simulations

The Online Sample Specialty Simulations were developed and reviewed by CDR, current CSPs and CSRs, to help you become familiar with the simulation format of the Board Certification as a Specialist in Renal Nutrition Examination and Board Certification as a Specialist in Pediatric Nutrition Examination. The simulation problems included have been selected to represent the type of content and problem format that appear on the actual examination. Your performance on Online Sample Specialty Simulations does not guarantee similar performance, nor does it guarantee success on the examination. The report you will receive at the end of the sample simulations is for educational purposes and not intended to be an example of the actual score report. While this report may be instantaneous, your actual score report for the examination will arrive 6-8 weeks from the close of the three week examination window. These sample simulations are free of charge. You cannot obtain Continuing Professional Education Units (CPEUs) for completing these sample simulations.

To access the same simulations, please click on the following links or copy and paste the links in your address bar:

Pediatric: http://www.lxr.com/LXRSim/CDR/Sims/CDR_PED_062010_v1_SIM_PE/Websim.asp

Simulation Format

A specialist must make important clinical decisions about clients/patients.  Simulation problems assess clinical problem-solving ability including identifying, analyzing, and resolving a problem.  Simulation problems are designed to sample a broad area of competencies, not assess the recall of isolated facts. 

Simulation problems consist of three main components:  Scenarios, Information Gathering (IG) sections and Decision Making (DM) sections.  Each simulation problem begins with a Scenario, a brief description of client/patient information, such as age, gender, illness, work setting, and/or other relevant factors.

In the IG sections you are asked to gather all appropriate clinical data.  This may include physical and laboratory data used for making subsequent decisions regarding client/patient-care management.  Directions in IG sections instruct you to "Select as many as you consider indicated in this Section." 

DM sections require you to make clinical judgments or decisions about the clients/patient's course of therapy or consultation.  DM sections are formatted in one of three ways

1. Single Best Option:  One option is considered to be the correct or optimal response.
   
   
2. Two or More Correct Options:  More than one option is considered acceptable or optimal.
   
   
3. Multiple Options:  A combination of actions is required, so the selection of several options is optimal.

In the DM sections formatted as described in 1 and 2 above, the directions will instruct you to "Choose only one..." option.  If the one option chosen indicated that another section needs to be made, then and only then, should a second option be selected.  If the second option also indicated that another selection should be made, continue to make selections until directed to go to the next section.
 
In the DM sections formatted as described in 3 above, the directions will instruct you to "Select as Many as you consider indicated in this Section."  After selecting all options you think provide the best response, continue as directed.

Taking the Simulation

Taking a simulation examination is different from taking a multiple-choice examination.  Read the scenario and become familiar with the simulation problem, then proceed to the first IG section to gather additional information.  In the IG sections, the general instructions are to "Select as many as you consider indicated in this Section."  Read all the choices before developing the responses that you consider appropriate for the client/patient.  Select all options that are indicated at this time.  Do not select more or fewer options than are appropriate, since this may adversely impact your IG score. 

In the DM sections, you are generally instructed to "Choose only one unless you are directed to 'Make another selection in this Section'."  The data uncovered will indicate the next action.  You should not assume your response is incorrect if you are directed to make another selection.  The simulation examination format sometimes requires this direction.

You may be asked to suggest orders to physicians for tests you may not be accustomed to suggesting, such as x-rays and laboratory determinations.  Although, CDR recognizes that you may not usually order these procedures, it is necessary to assess whether you know the procedure that should be performed at the proper time.  For example, you may be asked to suggest a feeding modality.  You should select your response based n the modality you believe should be given at that time, and not on the appropriateness of the dietitian's suggesting a feeding modality.

Tips to Improve Performance and Avoid Errors

1. Follow all instructions precisely. 
   
   
2. Confirm that you are completing the correct section by reviewing the client/patient's name and the section heading on the top of the page before marking a response.
   
   
3. Once you have chosen a response, you cannot "unselect" it.  Also once you move to a different section, you will only be able to view your answers in the simulation history.  You will not be able to go back and choose more answers.
   
   
4. Review all options prior to choosing your responses.  Essentially all of the options have positive to negative points assigned to them.  Make certain that all of the information is relevant before choosing it.  You score reflects your ability to select all of the information that is relevant and none that is irrelevant. Also do not click on answers that you do not think answer a question.
   
   
5. In the DM sections, try to visualize what would be done in real practice settings.  Do not try to second guess the content experts who developed the problem by thinking, "Now what do they want me to do?"  Instead think, "What is the best approach for this client/patient?"  Select the best alternative(s) from the options provided

General Information on Scoring

The scoring of each option has been developed and reviewed by committees of content experts who are current specialist.  Committee members are chosen to represent various work settings and they include members from diverse demographic groups.

Each option has been given a score ranging from +2 to -2 based on its level of appropriateness for client/patient care.  Positive points were assigned to options viewed as appropriate for quality client/patient care; negative points were assigned to options thought to be harmful or unnecessary.

Score- Rationale

+2 - Strongly facilitative of good client/patient care

+1 - Mildly facilitative of good client/patient care

-1 - Mildly detrimental to client/patient care in terms of cost, time, pain, risk of morbidity, and/or mortality

-2 - Seriously detrimental to client/patient care in terms of cost, time, pain, risk of morbidity, and or mortality.
 

For information regarding specialty examination and score reporting, please see the Candidate Handbook. If you have any questions, please contact CDR at specialists@eatright.org 

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