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
Characterize the importance of speech as a critical audio signal in the military.	Characterize the importance of speech as a critical audio signal in the military. - Strongly disagree	Characterize the importance of speech as a critical audio signal in the military. - Disagree	Characterize the importance of speech as a critical audio signal in the military. - Slightly disagree	Characterize the importance of speech as a critical audio signal in the military. - Neither	Characterize the importance of speech as a critical audio signal in the military. - Slightly agree	Characterize the importance of speech as a critical audio signal in the military. - Agree	Characterize the importance of speech as a critical audio signal in the military. - Strongly agree
Identify factors that impact Speech-in-Noise Performance.	Identify factors that impact Speech-in-Noise Performance. - Strongly disagree	Identify factors that impact Speech-in-Noise Performance. - Disagree	Identify factors that impact Speech-in-Noise Performance. - Slightly disagree	Identify factors that impact Speech-in-Noise Performance. - Neither	Identify factors that impact Speech-in-Noise Performance. - Slightly agree	Identify factors that impact Speech-in-Noise Performance. - Agree	Identify factors that impact Speech-in-Noise Performance. - Strongly agree
Describe possible differences between speech-in-noise tests and how their results my compare to each other and to subjective hearing complaint scores and audiometric thresholds.	Describe possible differences between speech-in-noise tests and how their results my compare to each other and to subjective hearing complaint scores and audiometric thresholds. - Strongly disagree	Describe possible differences between speech-in-noise tests and how their results my compare to each other and to subjective hearing complaint scores and audiometric thresholds. - Disagree	Describe possible differences between speech-in-noise tests and how their results my compare to each other and to subjective hearing complaint scores and audiometric thresholds. - Slightly disagree	Describe possible differences between speech-in-noise tests and how their results my compare to each other and to subjective hearing complaint scores and audiometric thresholds. - Neither	Describe possible differences between speech-in-noise tests and how their results my compare to each other and to subjective hearing complaint scores and audiometric thresholds. - Slightly agree	Describe possible differences between speech-in-noise tests and how their results my compare to each other and to subjective hearing complaint scores and audiometric thresholds. - Agree	Describe possible differences between speech-in-noise tests and how their results my compare to each other and to subjective hearing complaint scores and audiometric thresholds. - Strongly agree
Identify performance distributions of auditory and cognitive assessments in service members.	Identify performance distributions of auditory and cognitive assessments in service members. - Strongly disagree	Identify performance distributions of auditory and cognitive assessments in service members. - Disagree	Identify performance distributions of auditory and cognitive assessments in service members. - Slightly disagree	Identify performance distributions of auditory and cognitive assessments in service members. - Neither	Identify performance distributions of auditory and cognitive assessments in service members. - Slightly agree	Identify performance distributions of auditory and cognitive assessments in service members. - Agree	Identify performance distributions of auditory and cognitive assessments in service members. - Strongly agree
Describe the relationships between auditory and cognitive abilities.	Describe the relationships between auditory and cognitive abilities. - Strongly disagree	Describe the relationships between auditory and cognitive abilities. - Disagree	Describe the relationships between auditory and cognitive abilities. - Slightly disagree	Describe the relationships between auditory and cognitive abilities. - Neither	Describe the relationships between auditory and cognitive abilities. - Slightly agree	Describe the relationships between auditory and cognitive abilities. - Agree	Describe the relationships between auditory and cognitive abilities. - Strongly agree
Describe the relationships between hearing aid benefit and auditory and cognitive abilities.	Describe the relationships between hearing aid benefit and auditory and cognitive abilities. - Strongly disagree	Describe the relationships between hearing aid benefit and auditory and cognitive abilities. - Disagree	Describe the relationships between hearing aid benefit and auditory and cognitive abilities. - Slightly disagree	Describe the relationships between hearing aid benefit and auditory and cognitive abilities. - Neither	Describe the relationships between hearing aid benefit and auditory and cognitive abilities. - Slightly agree	Describe the relationships between hearing aid benefit and auditory and cognitive abilities. - Agree	Describe the relationships between hearing aid benefit and auditory and cognitive abilities. - Strongly agree
Differentiate the perceptual and physiological deficits that persist in middle-aged adults despite a normal audiogram.	Differentiate the perceptual and physiological deficits that persist in middle-aged adults despite a normal audiogram. - Strongly disagree	Differentiate the perceptual and physiological deficits that persist in middle-aged adults despite a normal audiogram. - Disagree	Differentiate the perceptual and physiological deficits that persist in middle-aged adults despite a normal audiogram. - Slightly disagree	Differentiate the perceptual and physiological deficits that persist in middle-aged adults despite a normal audiogram. - Neither	Differentiate the perceptual and physiological deficits that persist in middle-aged adults despite a normal audiogram. - Slightly agree	Differentiate the perceptual and physiological deficits that persist in middle-aged adults despite a normal audiogram. - Agree	Differentiate the perceptual and physiological deficits that persist in middle-aged adults despite a normal audiogram. - Strongly agree
Analyze how pupil-indexed listening effort and envelope following responses relate to speech-in-noise performance.	Analyze how pupil-indexed listening effort and envelope following responses relate to speech-in-noise performance. - Strongly disagree	Analyze how pupil-indexed listening effort and envelope following responses relate to speech-in-noise performance. - Disagree	Analyze how pupil-indexed listening effort and envelope following responses relate to speech-in-noise performance. - Slightly disagree	Analyze how pupil-indexed listening effort and envelope following responses relate to speech-in-noise performance. - Neither	Analyze how pupil-indexed listening effort and envelope following responses relate to speech-in-noise performance. - Slightly agree	Analyze how pupil-indexed listening effort and envelope following responses relate to speech-in-noise performance. - Agree	Analyze how pupil-indexed listening effort and envelope following responses relate to speech-in-noise performance. - Strongly agree
Compare cross-species evidence implicating cochlear synaptopathy in age-related listening difficulties.	Compare cross-species evidence implicating cochlear synaptopathy in age-related listening difficulties. - Strongly disagree	Compare cross-species evidence implicating cochlear synaptopathy in age-related listening difficulties. - Disagree	Compare cross-species evidence implicating cochlear synaptopathy in age-related listening difficulties. - Slightly disagree	Compare cross-species evidence implicating cochlear synaptopathy in age-related listening difficulties. - Neither	Compare cross-species evidence implicating cochlear synaptopathy in age-related listening difficulties. - Slightly agree	Compare cross-species evidence implicating cochlear synaptopathy in age-related listening difficulties. - Agree	Compare cross-species evidence implicating cochlear synaptopathy in age-related listening difficulties. - Strongly agree
List the 2 domains identified by the committee.	List the 2 domains identified by the committee. - Strongly disagree	List the 2 domains identified by the committee. - Disagree	List the 2 domains identified by the committee. - Slightly disagree	List the 2 domains identified by the committee. - Neither	List the 2 domains identified by the committee. - Slightly agree	List the 2 domains identified by the committee. - Agree	List the 2 domains identified by the committee. - Strongly agree
Describe the objective and subjective measures selected by the committee to assess understanding speech in complex listening situations.	Describe the objective and subjective measures selected by the committee to assess understanding speech in complex listening situations. - Strongly disagree	Describe the objective and subjective measures selected by the committee to assess understanding speech in complex listening situations. - Disagree	Describe the objective and subjective measures selected by the committee to assess understanding speech in complex listening situations. - Slightly disagree	Describe the objective and subjective measures selected by the committee to assess understanding speech in complex listening situations. - Neither	Describe the objective and subjective measures selected by the committee to assess understanding speech in complex listening situations. - Slightly agree	Describe the objective and subjective measures selected by the committee to assess understanding speech in complex listening situations. - Agree	Describe the objective and subjective measures selected by the committee to assess understanding speech in complex listening situations. - Strongly agree
Describe the subjective measure selected by the committee to assess hearing related psychosocial health.	Describe the subjective measure selected by the committee to assess hearing related psychosocial health. - Strongly disagree	Describe the subjective measure selected by the committee to assess hearing related psychosocial health. - Disagree	Describe the subjective measure selected by the committee to assess hearing related psychosocial health. - Slightly disagree	Describe the subjective measure selected by the committee to assess hearing related psychosocial health. - Neither	Describe the subjective measure selected by the committee to assess hearing related psychosocial health. - Slightly agree	Describe the subjective measure selected by the committee to assess hearing related psychosocial health. - Agree	Describe the subjective measure selected by the committee to assess hearing related psychosocial health. - Strongly agree
Compare and contrast reliability, minimal detectable difference, and minimal clinically important difference.	Compare and contrast reliability, minimal detectable difference, and minimal clinically important difference. - Strongly disagree	Compare and contrast reliability, minimal detectable difference, and minimal clinically important difference. - Disagree	Compare and contrast reliability, minimal detectable difference, and minimal clinically important difference. - Slightly disagree	Compare and contrast reliability, minimal detectable difference, and minimal clinically important difference. - Neither	Compare and contrast reliability, minimal detectable difference, and minimal clinically important difference. - Slightly agree	Compare and contrast reliability, minimal detectable difference, and minimal clinically important difference. - Agree	Compare and contrast reliability, minimal detectable difference, and minimal clinically important difference. - 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. *

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I completed this educational activity independently and in its entirety.

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