Logo1
ISNR 16th Annual Conference
Mr pencil

How would you like your name to appear on your certificate?



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.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Session was well organized.

Overall quality of the conference.
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV.
Comfort of rooms.
The educational sessions gave a balanced view of therapeutic options, including the use of generic names.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The presenters were well prepared.

The above objective has increased my professional knowledge.
The above objective will increase my professional competence.
The above objective will result in changes to performance in my professional practice.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The presenters' teaching abilities were high.

The above objective has increased my professional knowledge.
The above objective will increase my professional competence.
The above objective will result in changes to performance in my professional practice.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

Teaching methods were appropriate.

The above objective has increased my professional knowledge.
The above objective will increase my professional competence.
The above objective will result in changes to performance in my professional practice.
Please rate how well the following objectives were met:
Explain how learning theory underlies every training session.
Define operant and classical conditioning, shaping, generalization, compartmentalization.
Name 5 characteristics that define every EEG waveform.
Explain how to conduct 19 channel assessments.
Compare how various assessments broaden the diagnostic categories of clients that can be helped and increase the variables that can be addressed.
Specify the types of duty-related trauma faced by police and military.
Articulate the range of trauma conditions, consequences and epidemiology.
Implement the DSM-IV diagnostic system for PTSD and know the pitfalls.
Identify key methods for a pre-treatment assessment of PTSD.
Describe the range of traditional methods of treatment as well as psycho-physiological ones.
Explain the reported neurofeedback protocols including Penniston's.
Explain the rationale for neurofeedback based on research in clinical neuroscience.
Describe the presenter's neuroguide-based approach from his clinical case series.
Discuss coherence solutions within sensory integration.
Use 8-channel equipment to assess and reassess both EEG and psychophysiological variables.
State when 8-channel may be sufficient, and when a 19-channel EEG assessment must be carried out.
Discuss medication effects on the EEG and a method for distinguishing whether the EEG findings are caused by medication.
Describe clinical conditions that have been shown to be responsive to some degree to NFB and/or combined NFB + BFB training.
State the common EEG, LORETA, and/or psychophysiological findings in each of the foregoing Clinical conditions.
Describe an approach for optimizing performance of executives, academics, and athletes.
Describe the basic principles, cautions, uses, and methods for using alpha-theta therapy.
Design connectivity training protocols.
Design z score protocols.
Conduct connectivity training using z scores.
Explain the genetic and neurological foundations of ADHD and common functional problems that are associated with this disorder.
Utilize a comprehensive assessment protocol incorporating semi-structured clinical interview, examination of academic records, and administration of behavioral rating scales, neuropsychological and neurophysiological measures to promote initiation and maintenance of treatment.
Establish dietary, sleep, and exercise patterns that are likely to contribute to improving attention in patients with ADHD.
Conduct a functional assessment in order to develop a comprehensive treatment plan that addresses those areas of impairment that are not responsive to pharmacological or neurotherapeutic treatment.
Provide parenting and social skills classes in clinical settings.
Assist in the development and implementation of Accommodation and Individual Education Plans for students with ADHD.
Explain the rationale for EEG biofeedback, as well as, specific, empirically supported protocols to improve attention and behavioral control.
Discuss the factors involved in dysarousal.
Describe the mechanisms of audio-visual entrainment (AVE).
Describe the mechanisms of cranio-electro stimulation (CES).
Describe the mechanisms of transcranial DC stimulation (tdcs).
Discuss the clinical studies involving AVE.
Discuss the clinical studies involving CES.
Discuss the clinical studies involving tdcs.
Demonstrate some of various technologies.
Apply rapid diagnostic procedures (Quick Q).
Interpret the QuickQEEG data.
Identify common EEG signatures for a variety of disorders.
Recognize EEG patterns for trauma.
Develop treatment protocols for identified EEG anomolies.
Determine conditions requiring full QEEG.
Discuss the clinical studies involving tdcs.
Explain braindriving techniques.
Explain the physiological origins of the EEG signal.
Discuss the fundamental properties of surface EEG acquisition and analysis.
Describe often-used signal processing topics with a basic knowledge of concepts and terms.
Discuss EEG signal processing techniques and metrics confidently so as to continue gaining knowledge in the future.
Make educated choices of methodology and parameter selection when using EEG signal processing in neurofeedback applications, with the goal of improving clinical results.
Explain advanced methods of EEG analysis and understand the underlying concepts.
Apply, remove and clean EEG electrodes quickly and reliably to minimize technical problems, maximize efficiency and maintain electrode integrity.
Explain braindriving techniques.
Discuss the context of intentionality in which to embed studies of brain dynamics.
Outline the basic operations in sensory systems of generalization, abstraction and categorization.
Extract spatiotemporal correlates of conditioned stimuli from multichannel electrocorticograms (ECoG) in man and other animals
Combine action potential recordings with electric field potential recordings
Discuss the rationale behind left frontal stimulation with rTMS in the treatment of depression the effects on QEEG, ERP's and neuropsychological tests.
Describe functional regions and frequency specific acitivity involved in ADHD.
Describe the effects of the SMR-Theta / Alpha-Theta protocols on the effective learning of a complex motor skill (microsurgery).
Discuss analyses of EEG training ratios and their correlation with behavioral (surgical performance) data.  
Identify changes in performance associated with Spielberger anxiety scores.
Describe the marking scheme used to assess good quality surgical outcome (technique and time on task).
Discuss peer reviewed research in brainwave entrainment.
Differentiate the concept of subtype from phenotype.
Define fibromyalgia and describe the state of the arts and science on treating fibromyalgia.
List some of the preliminary findings of the Houston VA pilot project on treating veterans with fibromyalgia.
Identify how HRV biofeedback could be used to treat this condition.
Discuss the different brain wave patterns as a dynamic system to improve feedback treatment.
Discuss the potential for SMR neurofeedback therapy in the treatment of sleep disturbances and the facilitation of memory function related to sleep.
Search EEG and ECoG for spatiotemporal patterns correlated with cognition and mental states.
Explain how normative Z-scores apply to neurofeedback.
Describe how advanced protocol design can improve clinical outcome.
Relate clinical results that have demonstrated the value of comprehensive z-score feedback.
Discuss the value and limits to the Operant Conditioning model in EEG neurofeedback theory.
Discuss the application of the regulatory challenge/exercise model as related to observations of long-term EEG changes with neurofeedback.
Discuss the possible application of Pribram’s holonomic model in understanding the EEG signal used in neurofeedback.
Explain the potential explanatory power of the cranial nerve stimulation model in LENS neurofeedback.
Discuss whether Popp’s biophotonic model may be helpful in understanding the mechanisms of LENS neurofeedback.
Relate neuroanatomical sites to the symptom picture and the EEG patterns found in Clients with Asperger's syndrome.
Identify the symptoms of Asperger's syndrome and be able to differentially diagnose it from other syndromes.
Discuss how the Low Energy Neurofeedback System may be capable of significantly accelerating treatment progress with obsessive compulsive disorder.
To discuss clinical and theoretical perspectives of BMT
To describe the benefit of BMT for different conditions.
To discuss new research data.
Describe the AVE session and patient protocols for treating with audio-visual entrainment.
Explain the CES session and patient protocols for treating with cranio-electro stimulation.
Describe how to use the DAVID and CESta equipment.
Describe the theory and practice of Coherent Breathing.
Sketch the caridopulmonary mechanics of respiration, blood flow, and heart rate variability.
Explain Heart Rate Variability (HRV) biofeedback as a tool for cultivating optimal respiration and autonomic balance.
Describe the application of Coherent Breathing in clinical practice.
Describe the guidelines for determining the efficacy of a neurotherapy protocol for treating a specific disorder or condition.
Evaluate the current efficacy status of neurotherapy protocols for the treatment of psychiatric disorders.
Design a practical, low-cost, randomized, clinical trial of a specific neurotherapy protocol for the treatment of a disorder of their interest.
Identify the neurophysiological correlates, brain structures and CNS dysfunctions underpinning many childhood developmental and learning disorders.
Describe the scientific basis for neurofeedback for these disorders.
Apply neurofeedback protocols for both simple and complex cases where co-morbities exist.
Identify the EEG and Physiological correlates of stress and compare and contrast these to healthy recovery from stressors.
List the steps for EEG assessment and a psychophysiological stress-assessment.
Design an individualized intervention based on assessment findings which combines elements of neurofeedback, biofeedback and cognitive strategies for an individualized mind-body training program.
Relate 2 techniques the client can use to help generalize the learning that has been achieved in office sessions.
Explain how to do reading difference topographs.
Demonstrate how to interpret them.
Explain how to use them to aid neurofeedback training for dyslexia.
Identify regions involved in autobiographical memory.
Identify neuropsychological tests that measure executive and memory function and understand the specific aspects of functioning they assess.
Evaluate the global impact of Biofeedback on QEEG from a single session respiratory sinus arrhythmia (RSA) feedback in an anxiety population.
Discuss the recent research in EEG and how it is being used for Personalized Medicine to predict psychotropic medication responses in individual patients.
Describe the actual status and the future of neurofeedback in terms of the recognition of its quality, efficacy and credibility reviewing the obstacles and challenges the field is facing.
Utilize NeuroFeedback and related approaches to people with Hypermobility Syndrome.
Explain the new findings in prefrontal cortex and its relationship to executive functions.
Discuss the roles of hemispheric specialization.
Discuss new information about the effect of neurofeedback and psychoneurotherapy in major depressive disorder.
Explain the reward system of the brain.
Use neurofeedback to modify the reward system and enhance pleasure.
Convey the limitations and ethical considerations of this technique.
Demonstrate in detail artifact analysis and removal.
Demonstrate QEEG-LORETA analysis and protocol development.
Demonstrate z-score neurofeedback.
Perform LORETA Neurofeedback.
Transport data from Deymed to other programs.
Explain how to extract ROI.
Apply statistical methods for region of interest (ROI) analysis.
Report results.
Utilize sLORETA.
Demonstrate how to use the HBI reference database for assessing brain dysfunctions.
Refine assessments of Chronic Fatigue Syndrome and Fatigue States.
Discuss the neuro-physiological mechanisms that lead to energy failure.
Discuss QEEG findings in Chronic Fatigue Syndrome.
Use neurofeedback protocols for Chronic Fatigue Syndrome.
Discuss Age-Related Cognitive Decline and Diseases of Aging.
Discuss latest research on exercise and the brain.
List 10 mental fitness strategies for healthy aging.
Answer questions on material that could legitimately be covered in a BCIA examination on EEG Biofeedback (that is, material that has been published, as contrasted to ideas based on clinical impressions).
Discuss EEG data collection and instrumentation.
Discuss EEG assessment (one, two and 19 channels, brain maps, LORETA, EEG artifacts, normal and abnormal waveforms, findings in disorders where neurofeedback is used).
Describe methods for obtaining accurate data and interpreting this information.
Demonstrate how learning theory (especially operant conditioning) applies to EEG biofeedback.
Discuss basic neurophysiology relevant to interventions that use the EEG.
Relate basic information on other related topics including: ERPs, ethics, statistics, and so on.
Discuss the effectiveness of the LENS on children with ADHD.
Recognize the brain wave activity and abnormalities typically found in patients with advancing dementia.
Describe the effects of the LENS treatment on patients with early stages of dementia in pre & post QEEGs.
Determine the lasting effects of the LENS treatment for dementia from QEEGs done in a one year follow-up.
Explain the use of reading difference topography as an aid to neurofeedback training for reading difficulty.
Explain the relationship between EEG phase reset and intelligence.
Provide evidence that neurofeedback can reduce symptoms related to autistic spectrum disorder and that these effects are long-lasting.
Differentiate site-pair coherence from site-centered average coherence.
Discuss the benefits of rTMS and tDCS in psychiatry and neurology.
Explain concepts of brain connectivity mediated by different oscillatory phenomena, which can change dynamically over time.
Use and apply the EZPIR HEG system to work with headaches and other disorders that involve problems with the rate and magnitude of response to internal and external stimuli.
Identify specific DSM diagnoses that relate to this broader classification concept.
Identify and diagnose major Headache Subtypes based on the International Headache Society classification system.
Explain the basic theory of the HBI database.
Describe the structure of HBI program.
Demonstrate how to handle HBI Databases on single cases.
Understand the dimensions of pain, and the difference between acute and chronic pain.
Explain how to combine biofeedback with neurofeedback in various pain syndromes such as, myofascial pain syndrome, Fibromyalgia, and Complex Regional Pain Syndromes or neuropathies.
Apply neurofeedback techniques in central pain syndromes, using the necessary central localizations of pain, in order to offer clients the best reduction in their pain perception and pain affect.
Discuss important EEG transients, drowsiness and sleep, artifacts, and persistent abnormalities.
Describe implications of EEG findings for neurofeedback.
Describe the differences between dynamic events such as transient EEG abnormalities and static, persistent qEEG findings such as focal slowing.
Demonstrate use of live Z-score in neurofeedback.
Design protocols using multivariate training.
Explain the value of multivariate training in clinical outcome.
Identify connectivity anomalies and how they impact autistics.
Interpret EEG connectivity data for assessment and treatment planning purposes.
Design neurofeedback protocols that may remediate connectivity anomalies.
List and describe the symptoms of Asperger’s syndrome and describe how Asperger’s can be differentiated from Autism and from ADHD.
Identify (using QEEG and LORETA), seven Neuroanatomical areas commonly found to be outside database norms in ASDs.
Discuss current theories for understanding ASDs including: Mirror Neuron and Salience Landscape theories and the triad: Theory-of-mind, Coherence, and Executive Function deficit theories and the Polyvagal theory.
Demonstrate how to combine NFB with BFB to address the four primary symptom areas including: (1.) ADHD (symptoms of inattention and impulsivity), (2.) anxiety and affect modulation, (3.) empathy and affect interpretation and expression, and (4.) executive function difficulties.
Create qEEG graphs that can be used to identify medication response patterns.
Identify qEEG patterns that would respond well to stimulants and SSRIs.
Identify qEEG patterns that would contrindicate stimulants and SSRIs.
Describe how both the TOVA and IVA are useful diagnostically, and some of the advantages and disadvantages of each.
Explain how neurofeedback can be combined with motivational interviewing in addiction treatment.
Explain the clinical work on ADHD.
Explain what EEG bispectral analysis is.
Discuss current applications and new clinical research using the method.
Demonstrate how to use the HBI reference database of spectra for assessing brain dysregulation.
Demonstrate how to apply the HBI reference data base for constructing protocols of neurotherapy and for monitoring the results of therapy.
Demonstrate how to apply the HBI reference data base for constructing protocols of neurotherapy and for monitoring the results of therapy.
Identify the two key physiological drives in addiction: over-arousal and cingulate drives.
Describe the importance of tailoring even protocol-based EEG feedback to the client.
Discuss the neuro-phsiological background of the Audio-Psycho- Fonology training, according to Tomatis.
Identify common EEG and coherence abnormalities in children and adults with ADHD.
Complete the appropriate steps to initiate a z-score open display or scripted treatment session.
Select at least one appropriate computation or statistic for the specific application.
Describe processes by which multimedia display screens can be tailored for the population and specific application.
Use and make simple script modifications to meet treatment needs.
Interpret a session report and a trend report over several sessions recorded during the course.
Identify main nutrients required for optimum brain function.
Recognize the cluster of nutrient deficiencies in different disorders.
Explain the utility of biomedical investigations for identifying these deficiencies.
List new innovations in protocols for the Low Energy Neurofeedback System.
Identify clinical indications for the use of new protocols.
Identify cautions and contraindications for the use of advanced treatment protocols.
Describe systems theory and its role in couples and family dynamics.
Describe how systems dynamics within the brain are reflected and inform the dynamics outside of the brain.
Use neurofeedback as a viable and important source of intervention in couple and family dynamics.
Identify and measure external confounds to neurofeedback in the family system or social order.
Demonstrate how to test for and determine nutritional confounds to neurofeedback protocols using qEEG and laboratory testing methods.
Identify and measure socio-behavioral impediments to successful neurofeedback outcomes using qEEG and statistical measurement instruments.
Relate behavioral deviations to qEEG abnormalities.
The above objective has increased my professional knowledge.
The above objective will increase my professional competence.
The above objective will result in changes to performance in my professional practice.
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
If you have additional comments regarding the session or speaker, please use the space below:
The above objective has increased my professional knowledge.
The above objective will increase my professional competence.
The above objective will result in changes to performance in my professional practice.
Please answer the following:

Do you believe this activity was appropriate for the scope of your professional activities?

Was the educational content scientifically sound?

Was the mode of education effective for learning?

Was the educational content free from commercial bias?

If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?

If you answered “No” to any of the above questions, please explain:

Were you solicited by sales personnel in an educational room while you attended this educational activity?

If you answered “Yes” to the above question, please explain:

What did you learn during this activity that you intend to integrate into your practice?
List any perceived practice “gaps” (educational needs/topics) you would like further trainings focused on:
What barriers might you have that would interfere with implementation of new information from this training?
How can this training be improved to impact your competence or practice?
Are you interested in basic, intermediate or advanced level trainings?
Mr question