How much do you agree with the following statements? *

	Strongly disagree	Disagree	Slightly disagree	Neither	Slightly agree	Agree	Strongly agree
The activity presented balanced, evidence-based content free of commercial bias.	The activity presented balanced, evidence-based content free of commercial bias. - Strongly disagree	The activity presented balanced, evidence-based content free of commercial bias. - Disagree	The activity presented balanced, evidence-based content free of commercial bias. - Slightly disagree	The activity presented balanced, evidence-based content free of commercial bias. - Neither	The activity presented balanced, evidence-based content free of commercial bias. - Slightly agree	The activity presented balanced, evidence-based content free of commercial bias. - Agree	The activity presented balanced, evidence-based content free of commercial bias. - Strongly agree
The presenter(s) used an effective teaching strategy.	The presenter(s) used an effective teaching strategy. - Strongly disagree	The presenter(s) used an effective teaching strategy. - Disagree	The presenter(s) used an effective teaching strategy. - Slightly disagree	The presenter(s) used an effective teaching strategy. - Neither	The presenter(s) used an effective teaching strategy. - Slightly agree	The presenter(s) used an effective teaching strategy. - Agree	The presenter(s) used an effective teaching strategy. - Strongly agree
The presentation slides / digital materials / resources and handouts were high quality.	The presentation slides / digital materials / resources and handouts were high quality. - Strongly disagree	The presentation slides / digital materials / resources and handouts were high quality. - Disagree	The presentation slides / digital materials / resources and handouts were high quality. - Slightly disagree	The presentation slides / digital materials / resources and handouts were high quality. - Neither	The presentation slides / digital materials / resources and handouts were high quality. - Slightly agree	The presentation slides / digital materials / resources and handouts were high quality. - Agree	The presentation slides / digital materials / resources and handouts were high quality. - Strongly agree
The content was relevant to / useful for my professional practice.	The content was relevant to / useful for my professional practice. - Strongly disagree	The content was relevant to / useful for my professional practice. - Disagree	The content was relevant to / useful for my professional practice. - Slightly disagree	The content was relevant to / useful for my professional practice. - Neither	The content was relevant to / useful for my professional practice. - Slightly agree	The content was relevant to / useful for my professional practice. - Agree	The content was relevant to / useful for my professional practice. - Strongly agree
The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care.	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Strongly disagree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Disagree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Slightly disagree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Neither	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Slightly agree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Agree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Strongly agree
The overall quality of the educational activity was excellent.	The overall quality of the educational activity was excellent. - Strongly disagree	The overall quality of the educational activity was excellent. - Disagree	The overall quality of the educational activity was excellent. - Slightly disagree	The overall quality of the educational activity was excellent. - Neither	The overall quality of the educational activity was excellent. - Slightly agree	The overall quality of the educational activity was excellent. - Agree	The overall quality of the educational activity was excellent. - Strongly agree

The activity successfully achieved its learning objectives by enhancing my ability to: *

	Strongly disagree	Disagree	Slightly disagree	Neither	Slightly agree	Agree	Strongly agree
Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident.	Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Strongly disagree	Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Disagree	Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Slightly disagree	Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Neither	Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Slightly agree	Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Agree	Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Strongly agree
Assign acuity levels based on presenting symptoms, vital signs, and medical history.	Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Strongly disagree	Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Disagree	Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Slightly disagree	Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Neither	Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Slightly agree	Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Agree	Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Strongly agree
Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration.	Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Strongly disagree	Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Disagree	Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Slightly disagree	Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Neither	Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Slightly agree	Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Agree	Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Strongly agree
Compare the three methods to administer Tranexamic acid.	Compare the three methods to administer Tranexamic acid. - Strongly disagree	Compare the three methods to administer Tranexamic acid. - Disagree	Compare the three methods to administer Tranexamic acid. - Slightly disagree	Compare the three methods to administer Tranexamic acid. - Neither	Compare the three methods to administer Tranexamic acid. - Slightly agree	Compare the three methods to administer Tranexamic acid. - Agree	Compare the three methods to administer Tranexamic acid. - Strongly agree
Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood.	Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Strongly disagree	Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Disagree	Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Slightly disagree	Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Neither	Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Slightly agree	Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Agree	Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Strongly agree
Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock.	Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Strongly disagree	Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Disagree	Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Slightly disagree	Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Neither	Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Slightly agree	Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Agree	Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Strongly agree
Perform rapid burn assessment and triage by correctly identifying and calculate the percentage of Total Body Surface Area (TBSA) burned using the Rule of Nines.	Perform rapid burn assessment and triage by correctly identifying and calculate the percentage of Total Body Surface Area (TBSA) burned using the Rule of Nines. - Strongly disagree	Perform rapid burn assessment and triage by correctly identifying and calculate the percentage of Total Body Surface Area (TBSA) burned using the Rule of Nines. - Disagree	Perform rapid burn assessment and triage by correctly identifying and calculate the percentage of Total Body Surface Area (TBSA) burned using the Rule of Nines. - Slightly disagree	Perform rapid burn assessment and triage by correctly identifying and calculate the percentage of Total Body Surface Area (TBSA) burned using the Rule of Nines. - Neither	Perform rapid burn assessment and triage by correctly identifying and calculate the percentage of Total Body Surface Area (TBSA) burned using the Rule of Nines. - Slightly agree	Perform rapid burn assessment and triage by correctly identifying and calculate the percentage of Total Body Surface Area (TBSA) burned using the Rule of Nines. - Agree	Perform rapid burn assessment and triage by correctly identifying and calculate the percentage of Total Body Surface Area (TBSA) burned using the Rule of Nines. - Strongly agree
Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults.	Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Strongly disagree	Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Disagree	Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Slightly disagree	Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Neither	Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Slightly agree	Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Agree	Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Strongly agree
Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation.	Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Strongly disagree	Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Disagree	Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Slightly disagree	Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Neither	Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Slightly agree	Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Agree	Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Strongly agree
Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries.	Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Strongly disagree	Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Disagree	Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Slightly disagree	Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Neither	Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Slightly agree	Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Agree	Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Strongly agree
Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring.	Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Strongly disagree	Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Disagree	Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Slightly disagree	Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Neither	Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Slightly agree	Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Agree	Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Strongly agree
Implement multimodal strategies to manage Pain, Anxiety, and Delirium.	Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Strongly disagree	Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Disagree	Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Slightly disagree	Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Neither	Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Slightly agree	Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Agree	Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Strongly agree
Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy.	Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Strongly disagree	Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Disagree	Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Slightly disagree	Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Neither	Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Slightly agree	Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Agree	Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Strongly agree
Summarize the steps to prone a patient in the management of ARDS.	Summarize the steps to prone a patient in the management of ARDS. - Strongly disagree	Summarize the steps to prone a patient in the management of ARDS. - Disagree	Summarize the steps to prone a patient in the management of ARDS. - Slightly disagree	Summarize the steps to prone a patient in the management of ARDS. - Neither	Summarize the steps to prone a patient in the management of ARDS. - Slightly agree	Summarize the steps to prone a patient in the management of ARDS. - Agree	Summarize the steps to prone a patient in the management of ARDS. - Strongly agree

What do you anticipate changing or how will you apply what you learned in your professional practice? *

How will you apply what you learned when working with providers of other disciplines or members of your interprofessional healthcare team? *

What barriers, if any, do you see to implementing these changes? *

Please provide feedback on your experience navigating this website and completing the CE process. *

Based on your educational needs, what topics would you like to see addressed in future educational activities? *

Please discuss any additional concerns or comments about this program and indicate whether the program met your expectations. *

attestation checkbox *

I completed this educational activity independently and in its entirety.

Leave this field blank