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
1. Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident.	1. Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Strongly disagree	1. Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Disagree	1. Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Slightly disagree	1. Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Neither	1. Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Slightly agree	1. Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Agree	1. Define the primary purpose of triage in a Mass Casualty (MASCAL) Incident. - Strongly agree
2. Assign acuity levels based on presenting symptoms, vital signs, and medical history.	2. Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Strongly disagree	2. Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Disagree	2. Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Slightly disagree	2. Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Neither	2. Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Slightly agree	2. Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Agree	2. Assign acuity levels based on presenting symptoms, vital signs, and medical history. - Strongly agree
3. Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration.	3. Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Strongly disagree	3. Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Disagree	3. Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Slightly disagree	3. Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Neither	3. Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Slightly agree	3. Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Agree	3. Identify the recommended Calcium administration for the treatment and prevention of hypocalcemia during blood product administration. - Strongly agree
4. Compare the three methods to administer Tranexamic acid.	4. Compare the three methods to administer Tranexamic acid. - Strongly disagree	4. Compare the three methods to administer Tranexamic acid. - Disagree	4. Compare the three methods to administer Tranexamic acid. - Slightly disagree	4. Compare the three methods to administer Tranexamic acid. - Neither	4. Compare the three methods to administer Tranexamic acid. - Slightly agree	4. Compare the three methods to administer Tranexamic acid. - Agree	4. Compare the three methods to administer Tranexamic acid. - Strongly agree
5. Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood.	5. Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Strongly disagree	5. Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Disagree	5. Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Slightly disagree	5. Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Neither	5. Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Slightly agree	5. Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Agree	5. Differentiate between the use of Low-titer O Whole Blood and type-specific Whole Blood. - Strongly agree
6. Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock.	6. Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Strongly disagree	6. Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Disagree	6. Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Slightly disagree	6. Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Neither	6. Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Slightly agree	6. Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Agree	6. Identify the physiological benefits of Fresh Whole Blood over component therapy in the treatment of hemorrhagic shock. - Strongly agree
7. 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.	7. 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	7. 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	7. 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	7. 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	7. 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	7. 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	7. 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
8. Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults.	8. Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Strongly disagree	8. Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Disagree	8. Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Slightly disagree	8. Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Neither	8. Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Slightly agree	8. Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Agree	8. Implement Joint Trauma System Clinical Practice Guidelines fluid resuscitation (“Rule of 10s”) for adults. - Strongly agree
9. Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation.	9. Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Strongly disagree	9. Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Disagree	9. Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Slightly disagree	9. Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Neither	9. Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Slightly agree	9. Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Agree	9. Differentiate between mild, moderate, and severe Traumatic Brain Injury (TBI) using the Glasgow Coma Scale (GCS) and clinical presentation. - Strongly agree
10. Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries.	10. Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Strongly disagree	10. Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Disagree	10. Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Slightly disagree	10. Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Neither	10. Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Slightly agree	10. Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Agree	10. Summarize hemodynamic endpoints in managing TBI patients to prevent secondary brain injuries. - Strongly agree
11. Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring.	11. Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Strongly disagree	11. Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Disagree	11. Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Slightly disagree	11. Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Neither	11. Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Slightly agree	11. Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Agree	11. Utilize validated assessment tools for Pain, Anxiety, and Delirium monitoring. - Strongly agree
12. Implement multimodal strategies to manage Pain, Anxiety, and Delirium.	12. Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Strongly disagree	12. Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Disagree	12. Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Slightly disagree	12. Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Neither	12. Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Slightly agree	12. Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Agree	12. Implement multimodal strategies to manage Pain, Anxiety, and Delirium. - Strongly agree
13. Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy.	13. Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Strongly disagree	13. Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Disagree	13. Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Slightly disagree	13. Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Neither	13. Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Slightly agree	13. Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Agree	13. Identify casualties at risk for Airway, Ventilation, Acute Respiratory Syndrome (ARDS) and initiate a lung-protective ventilation strategy. - Strongly agree
14. Summarize the steps to prone a patient in the management of ARDS.	14. Summarize the steps to prone a patient in the management of ARDS. - Strongly disagree	14. Summarize the steps to prone a patient in the management of ARDS. - Disagree	14. Summarize the steps to prone a patient in the management of ARDS. - Slightly disagree	14. Summarize the steps to prone a patient in the management of ARDS. - Neither	14. Summarize the steps to prone a patient in the management of ARDS. - Slightly agree	14. Summarize the steps to prone a patient in the management of ARDS. - Agree	14. 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. *

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I completed this educational activity independently and in its entirety.

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