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ICCS - 2024 ICCS Practical Clinical Cytometry Course (PACE Only)
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What activities did you attend at the event?
Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV/technology.
Quality of facilities and facility accommodations.
How well did the educational sessions give a balanced view of therapeutic options, including the use of generic names?
If you rated any of the above questions with 'fair,' 'poor,' 'disagree,' or 'strongly disagree' please explain in detail (e.g. session title, speaker name, situtation):
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
Did this program improve your Skill or Strategy in your role or contribution as a member of the healthcare team?
If no, why not?
Do you believe your participation in this activity will positively impact your healthcare team?
If yes, how?
If no, why not?
The instructor used technology effectively
Describe the utility of flow cytometry in the diagnosis of benign and malignant hematolymphoid disorders
Recognize the components of a flow cytometer
The instructor used technology effectively
Discuss the principles of daily, weekly, and monthly instrument Quality Control.
Discuss the steps and perform instrument optimization and compensation using software emulators that resemble actual flow cytometers
Demonstrate and run controls as a way to monitor the compensation settings
The instructor used technology effectively
Use analytic software to gate, identify, and analyze hematolymphoid populations using provided data sets
Recognize normal myeloid and lymphoid populations and their maturation patterns by flow cytometry
Describe the potential benefits and drawbacks of templates in analysis of flow cytometric data.
The instructor used technology effectively
Discuss the principles of daily, weekly, and monthly instrument Quality Control.
Discuss the steps and perform instrument optimization and compensation using software emulators that resemble actual flow cytometers
Demonstrate and run controls as a way to monitor the compensation settings
The instructor used technology effectively
Use analytic software to gate, identify, and analyze hematolymphoid populations using provided data sets
Recognize normal myeloid and lymphoid populations and their maturation patterns by flow cytometry
Describe the potential benefits and drawbacks of templates in analysis of flow cytometric data.
The instructor used technology effectively
Discuss the principles of daily, weekly, and monthly instrument Quality Control.
Discuss the steps and perform instrument optimization and compensation using software emulators that resemble actual flow cytometers
Demonstrate and run controls as a way to monitor the compensation settings
The instructor used technology effectively
Use analytic software to gate, identify, and analyze hematolymphoid populations using provided data sets
Recognize normal myeloid and lymphoid populations and their maturation patterns by flow cytometry
Describe the potential benefits and drawbacks of templates in analysis of flow cytometric data.
The instructor used technology effectively
Discuss the principles of daily, weekly, and monthly instrument Quality Control.
Discuss the steps and perform instrument optimization and compensation using software emulators that resemble actual flow cytometers
Demonstrate and run controls as a way to monitor the compensation settings
The instructor used technology effectively
Use analytic software to gate, identify, and analyze hematolymphoid populations using provided data sets
Recognize normal myeloid and lymphoid populations and their maturation patterns by flow cytometry
Describe the potential benefits and drawbacks of templates in analysis of flow cytometric data.
The instructor used technology effectively
Describe a method for Detection of Fetal RBC's in Maternal Circulation using Flow Cytometry
Describe the principles of spectral flow cytometry and discuss how it differs from other types of flow cytometers and flow cytometry data
The instructor used technology effectively
Describe the steps required to introduce a new or modied assay to the lab test menu.
Describe the steps required to validate a new instrument platform to an existing lab or a brand new lab.
Provide guidelines for meeting regulatory requirements for a new or modified panel or instrument
The instructor used technology effectively
Describe an approach to panel design for a flow cytometry assay and what elements should be considered
Critically evaluate a flow cytometry panel for spectral crosstalk issues and population resolution
Assess antigen density and fluorochrome intensity and apply to panel design
The instructor used technology effectively
Distinguish clonal and aberrant mature B- and T-cell phenotypes from their normal counterparts
Describe pitfalls associated with the use of kappa and lambda to identify B-cell malignancies
Associate particular B- and T-cell phenotypes with specific malignancies
The instructor used technology effectively
Describe an approach to panel design for a flow cytometry assay and what elements should be considered
Critically evaluate a flow cytometry panel for spectral crosstalk issues and population resolution
Assess antigen density and fluorochrome intensity and apply to panel design
The instructor used technology effectively
Distinguish clonal and aberrant mature B- and T-cell phenotypes from their normal counterparts
Describe pitfalls associated with the use of kappa and lambda to identify B-cell malignancies
Associate particular B- and T-cell phenotypes with specific malignancies
The instructor used technology effectively
Describe an approach to panel design for a flow cytometry assay and what elements should be considered
Critically evaluate a flow cytometry panel for spectral crosstalk issues and population resolution
Assess antigen density and fluorochrome intensity and apply to panel design
The instructor used technology effectively
Distinguish clonal and aberrant mature B- and T-cell phenotypes from their normal counterparts
Describe pitfalls associated with the use of kappa and lambda to identify B-cell malignancies
Associate particular B- and T-cell phenotypes with specific malignancies
The instructor used technology effectively
Describe an approach to panel design for a flow cytometry assay and what elements should be considered
Critically evaluate a flow cytometry panel for spectral crosstalk issues and population resolution
Assess antigen density and fluorochrome intensity and apply to panel design
The instructor used technology effectively
Distinguish clonal and aberrant mature B- and T-cell phenotypes from their normal counterparts
Describe pitfalls associated with the use of kappa and lambda to identify B-cell malignancies
Associate particular B- and T-cell phenotypes with specific malignancies
The instructor used technology effectively
Identify plasma cells by their common immunophenotypic characteristics
Distinguish normal plasma cells from those seen in plasma cell neoplasms
Understand how flow cytometry can be used to assess for measurable residual disease
The instructor used technology effectively
Describe tools and techniques that can be used in preparation for an inspection by a regulatory agency.
Review the inspection process typically used to assess a laboratory's compliance with all inspection checklist items.
Review the list of most common deficiencies as a way to be proactive in preventing these deficiencies
The instructor used technology effectively
Use flow cytometry data to diagnose and classify cases of acute lymphoblastic leukemia and acute myeloid leukemia
Describe patterns of antigen expression that differentiate acute leukemias from normal maturation.
Associate particular blast phenotypes with common genetic subtypes of acute leukemia
The instructor used technology effectively
Use flow cytometry data to diagnose and classify cases of acute lymphoblastic leukemia and acute myeloid leukemia
Describe patterns of antigen expression that differentiate acute leukemias from normal maturation.
Associate particular blast phenotypes with common genetic subtypes of acute leukemia
The instructor used technology effectively
Describe different immunotherapies that are currently in use for various hematologic malignancies
Identify pitfalls in the flow cytometry analysis of post-immunotherapy specimens
Describe alternative gating strategies that are useful to avoid missing abnormal populations in post-immunotherapy specimens
The instructor used technology effectively
Describe preanalytic, analytic, and postanalytic troubleshooting issues in flow cytometry testing along with ways to prevent problems before they arise
Using case studies, identify diagnostic pitfalls in flow cytometry data analysis and strategies for troubleshooting artifacts and potential errors in flow cytometry data
Please tell us about any sessions you found particularly good or bad.
Please tell us about any objectives you feel we accomplished well or poorly.
Please tell us about any presenters you found particularly good or bad.
Please answer the following:
Do you believe this activity was appropriate for the scope of your professional activities?
Was the educational content scientifically sound?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
Was the mode of education effective to learning?
If you answered "No" to any of the above questions, please explain.
Did you perceive any product/service/company/commercial bias in any educational session you attended or materials you received?
If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):
Were you solicited by sales personnel in an educational room (other areas do not matter) while you attended this educational activity?
If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):
How much did you learn as a result of this education program?
What specifically did you learn during this activity that you intend to integrate into your practice?

What questions have arisen in your practice for which you need answers/strategies that you can implement?

What patient/client problems or patient/client challenges do you feel you are not able to address appropriately or to your satisfaction?
What problems are your patients/clients communicating to you that need attention or follow up?

Are you interested in basic, intermediate or advanced level trainings?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact competence, performance and/or patient/client outcomes?

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