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SPP - 2025 SPPAC Annual Conference
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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 conference programming was relevant to my work.
Conference content matched stated objectives.
The quality of facilities and facility accomodations.
How well did the educational sessions give a balanced view of therapeutic options?
Usefulness of handouts/AV/technology.
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(s) was/were knowledgeable about the content
The instructor(s) was/were knowledgeable about the content
The instructor(s) was/were knowledgeable about the content
The instructor(s) was/were knowledgeable about the content
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Please create how well the overall conference attained the following objectives:
Advance the science of pediatric psychology and related fields through dissemination of cutting edge research.
Promotion of research that is culturally, ethically, and developmentally sensitive and includes diverse population.
Providing education on evidence-based assessment, intervention, and emerging areas of research, clinical care, and policy. 
Provide a forum for individuals at all levels, from students to established investigotors and clinicians, to facilitate consultation, collaboration, and mentorship.
Promote the role and value of pediatric psychology in a changing healthcare environment, nationally and internationally.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
The instructor(s) presented the subject matter clearly.
Please rate the following:
My professional competence will increase because I have acquired new strategies to use in my professional work.
My professional outcomes shuould improve due to implementation of newly-learned strategies.
The teaching methods used throughout the conference were appropriate to the overall conference objectives.
The educational content presented at the conference was scientifically sound.
Off-label or investigational interventions were identified and disclosed appropriately.
Do you believe that your participation in this conference will positively impact your professional role?
Do you believe this activity was appropriate for the scope of your professional practice or activities?
Do you believe this activity was appropriate for the scope of your professional practice or activities?
Did you perceive any commercial bias or influence in educational content?
Were you solicited by any sales personnel in the educational room during this conference?
If no to any of the above, please describe in detail:
What questions are you having in your professional work that you would like to see addressed in an SPP education activity?
Describe the needs, rights, and challenges related to language barriers experienced by limited English proficient families in pediatric care.
Explain the challenges and benefits of promoting health literacy when working with a healthcare interpreter.
Identify and implement best practices when working with a healthcare interpreter.
Discuss actionable steps to address cultural humility and language barriers when working with diverse/LatinX populations in pediatric care.
Describe the primary principles of liberation psychology and articulate the benefits of liberation psychology for use within pediatric psychology.
Apply liberation psychology principles when conducting clinical supervision; while working with children, adolescents, young adults, and families within clinical practice; and conceptualizing and carrying out research projects.
Design a liberation psychology-informed (a) supervision plan, (b) clinical case conceptualization plan, and (c) research implementation plan.
Describe and analyze components of White Supremacy culture, their related behaviors in the healthcare system, and how they can impact workplace dynamics.
Critically evaluate and challenge personal biases and professional systems that perpetuate exclusion and inequity.
Apply abolitionist principles to advocate for and implement transformative practices in professional settings.
Identify actionable steps that dismantle oppressive structures in home institutions.
Create a care pathway to support collaboration across disciplines and increase access to assessment for special populations.
Describe an application of the care pathway to a specific population with consideration of health equity and how best to support marginalized populations within integrated primary care.
Design a plan to apply care pathway steps to their own practice.
Discuss and integrate transdiagnostic treatment approaches into a model for complex mind-body symptoms that improves clinician understanding and informs psychoeducation provided to families regardless of primary presenting condition.
Describe various levels of care for these complex conditions and considerations for assessing appropriate treatment options.
Assess barriers to effective engagement in treatment and identify strategies to advocate for patients and their families.
Apply transdiagnostic treatment approaches to challenging cases, through in-depth case discussions by experts in varying complex mind-body conditions.
Describe the minority stress model and how various factors in the model contribute to health disparities for LGBTQ+ youth, as well as unique sources of strength and resilience
Discuss complex case scenarios, review potential ethical dilemmas, and generate strategies to center patient/family clinical goals and approach patient/family or health care providers from an advocacy-based stance
Identify appropriate accommodations based on cultural and socio-political context, prioritizing patient safety and highlighting ethical practices.
Explain why, from an ethical standpoint, APA opposes discriminatory laws, policies, and practices aimed at LGBTQ+ individuals.
Discuss the intersection of pediatric pain, sickle cell disease, and health equity. 
Identify strategies to advance Equity, Diversity, and Inclusion (EDI) amidst challenging times. 
Identify concrete steps for collective action in science, practice, and advocacy to drive change. 
Identify key barriers to science dissemination in pediatric psychology and strategies to overcome these barriers in clinical and community settings.
Apply an implementation science framework to design effective, evidence-based dissemination strategies that accelerate the adoption of pediatric interventions.
Create culturally responsive dissemination materials that promote health equity by addressing the unique needs of marginalized and underserved populations.
Establish partnerships and collaboration to create sustainable, scalable systems for distributing pediatric psychology interventions and resources across diverse healthcare environments.
Utilize graphic design and communication techniques to make scientific knowledge more accessible, engaging, and actionable for both healthcare providers and the public.
Describe the need for more research/work to be done around how we adapt interventions for patients with disabilities.
Demonstrate examples of adaptations within the speakers’ work across pediatric and rehabilitation psychology populations.
Apply learned strategies for adapting interventions to pediatric psychology populations.
Apply trauma-informed care principals within the PICU setting.
Describe and address health disparities within the PICU, including identification and analysis of social and systemic disparities that impact health outcomes
Create interventions within their institutions that reduce the risk of patients and families developing post-ICU stress symptoms
Utilize evidence-based interventions tailored for PICU patients and their families, incorporating approaches that address trauma, enhance resilience, and promote psychological recovery while being mindful of diverse cultural and socioeconomic backgrounds
List impacts of crisis events, trauma and loss on patients’ functioning across domains and strategies to identify and evaluate.
Describe the impact of structural inequality and systemic racism on children’s and youth’s recovery following significant events.
Utilize evidence-based strategies to support patients impacted by significant events.
Identify professional self-care strategies that can be incorporated into clinical practice when working with traumatized or grieving patients.
Describe guiding principles for the ethical and responsible use of AI in pediatric psychology and demonstrate how they apply in clinical and research settings.  
Evaluate AI solutions to facilitate equity in clinical practice and apply AI tools to support advocacy in pediatric psychology. 
Identify AI training and research resources and demonstrate how to integrate them into clinical and research workflows. 
Develop and implement AI-based strategies to mitigate professional burnout of pediatric psychologists. 
Discuss the latest research findings related to issues in pediatric psychology
Use findings and methodologies presented in their own research in pediatric psychology
Apply findings related to pediatric psychology to their clinical practice
Review and summarize the current state of healthcare and health inequities in the United States and the currently unsustainable nature of the US healthcare system.  
Identify key principles and strategies with evidence for effective health equity initiatives that organizations can adopt to improve healthcare services.
Identify principles of social and clinical care and important strategies to shape an interdisciplinary health workforce, policy advocacy, and systems change to end health inequities. 
Explain how systemic and structural barriers in pediatric healthcare led to disparities in chronic pain.
Describe initiatives to address justice, equity, diversity, and inclusion in pediatric pain care settings, and their outcomes.
Plan how to apply key lessons learned from the presented examples to the attendees’ own institution/context.
Identify two concrete tools that they can use in their own practice in working with patients with developmental disabilities in the inpatient medical setting.
Identify two strategies they can apply in their own practice when working with patients with developmental disabilities in outpatient settings.
Describe how pain influences behavior in nonverbal youth and identify 2 strategies for pain assessment in this group.
Identify key considerations for incorporating mental health screening into pediatric trauma centers.
Describe strategies to culturally tailor evidence-based interventions for families waiting for trauma therapy.
Discuss challenges and aspirations of treatment providers engaging in cultural humility.
Explain the foundational components of community-based outreach programs and how to implement the interventions using a culturally tailored and trauma informed framework.
Identify innovative ways to increase access to pediatric evidence-based trauma-focused treatment in traditionally underserved communities.
Explain how peer acceptance can positively impact AYAs with DSD/VSC, and identify opportunities to improve peer support among this population
Discuss how social supports can impact medical decision making for AYAs with DSD/VSC (both in terms of potential benefits and/or harms)
Identify the potential benefits and/or harms of seeking peer support and strategies to increase AYAs with DSD/VSC, and other pediatric conditions, seeking peer support
Define the characteristics of a “picky eater”, a child with a Pediatric Feeding Disorder, and a client with Avoidant Restrictive Food Intake Disorder.
Identify at least 3 critical components of a Differential Diagnosis Decision Tree for Picky Eaters vs PFD vs ARFID.
Evaluate the validity of the criteria for ARFID.
Identify which Case Study children meet the criteria for which diagnosis.
Explain Foundational versus Functional Competencies   
Describe at least 3 benefits from being ABPP Board Certified
Summarize the 3 stages in the board certification application process
Identify anti-racism work being conducted by fellow SPP members.
Discuss two strategies for partnering with patients in clinical work and research.
Describe the importance of cultural humility training for trainees at all levels.
Explain the importance of ongoing training and professional development for culturally responsive clinical supervision.
Define ways in which racial socialization practices can be protective for Black youth in healthcare settings.
Identify the importance of adopting a family-systems approach to childhood chronic illness that explicitly includes siblings
Identify family-level influences on sibling adjustment outcomes in the context of childhood cancer and congenital heart disease
Explain priorities developed by an expert group for addressing the needs of siblings of children with cancer within family-centered care models
Describe components of developing a psychologist-led integrated behavioral health program focused on training in evidence-based interventions, measurable outcomes, and partnerships with caregivers and pediatric partners.
Explain logistical and clinical methods of addressing access to behavioral health care through integrated primary care for families experiencing multiple barriers to health equity.
Describe the way that quality improvement methodology can be used to track healthcare outcomes for at-risk and underserved youth in real time as a program is being implemented and scaled.
To determine the utility of positive affect as a modifiable resiliency factor in the relation between gender minority stress and mental health.
To identify individual- and group-level resiliency factors for TGD youth
To describe anger, aggression, and irritability changes following testosterone initiation.
Describe how psychosocial screening supports equitable access to pediatric psychology services.
Compare three psychosocial screening implementation strategies: patient-family collaboration, quality improvement, and research.
Identify and discuss cultural considerations in psychosocial screening implementation.
List three ethical considerations in psychosocial screening initiatives.
Identify at least one best practice recommendation to incorporate in the attendee's own unique practice setting with regard to ethical, cultural, and implementation strategy considerations.
Identify three strategies, resources, and/or tools for advocacy for pediatric psychology learners.
Describe practical strategies for engaging in collaborative advocacy efforts for health equity for early and mid-career pediatric psychologists.
Describe two to three innovative approaches to health equity advocacy for mid- to late-career pediatric psychologists.
Identify key considerations and challenges to evaluate before applying to and accepting an academic position.
Identify practical tools for creating a sustainable lab infrastructure, including recruiting staff, managing resources, and fostering student and faculty engagement to ensure long-term success.
Discuss strategies for developing partnerships with nearby hospitals and community organizations to facilitate clinical research and enhance lab impact.
Describe essential steps for establishing a pediatric psychology lab in a university setting.
Discuss PC-CARE as a trauma-informed behavioral intervention that increases equitable access to necessary behavioral health services and mitigates health disparities by eliminating common barriers to care.
Describe the development and implementation of PC-CARE in pediatric primary care settings.
Identify strategies for increasing access and reducing barriers to care for diverse pediatric patient populations.
Examine trends in patient outcomes for families engaging in PC-CARE
Describe cultural differences in feeding practices: Participants will be able to describe how cultural factors, such as mealtime environments and food expectations impact feeding difficulties.
Describe how socioeconomic factors like food insecurity impact pediatric feeding disorders and treatment outcomes and identify evidenced-based screeners for food insecurity.
Utilize cross-cultural communication strategies for development of treatment plans for pediatric feeding disorders, including ARFID, ensuring family-centered care and collaboration.
Describe family influences on feeding behaviors including family dynamics and role of cultural decision makers around feeding contribute to the development and maintenance of feeding difficulties
Identify examples of a ‘whole child’ perspective when working within CI medical contexts, demonstrating respect for DHH and disability communities while also honoring multicultural identities and intersectionality.
Describe key components of a family-centered cochlear implant candidacy process and the importance of post-surgical patient outcomes monitoring, and outline critical behavioral health factors facing DHH youth.
Explain how pediatric psychologists establish and strengthen relationships among multiple members of CI medical teams and with community stakeholders to strengthen partnerships that promote whole-child wellbeing.
Create evidence-based and equitable best practices in suicide screenings in a pediatric population.
Describe strategic approaches to implementing a healthcare-system wide approach to universal suicide screenings.
Apply examples of suicide screening workflows in primary and specialty care clinics to your own healthcare system.
Define and describe the general factors that contribute to health disparities in Pediatric Populations
Explain/Demonstrate the factors contributing to developmental trajectory of NICU graduates and how NICU experience compounds with other identities that impact access to care, support, and services contribute to health disparities
Identify the psychologist's role in NICU developmental follow-up, including assessment tools, interventions' strengths and limitations, and the importance of trauma-informed care for equitable services in this vulnerable population.
Analyze limitations in accessibility of psychological services, psychological services in rural areas, psychological services for children 0-5 and limitations in clinical training opportunities with children 0-5 and in pediatric settings.
Discuss how the role of mentorship/clinical training opportunities for practicum students working with niche and diverse populations will increase availability of a skilled and competent workforce thereby increasing accessibility.
Describe the ways in which weight is not a helpful indicator of health status and alternative frameworks.
Describe the link between weight stigma and disordered eating.
Describe how multiply marginalized identities confer increased vulnerability toward disordered eating within the context of weight stigma.
Describe how weight stigma impacts equitable care for children and adolescents
Identify internalized weight bias and apply weight-inclusive language and approaches within patient care
Identify key strategies for recruitment and retention in a large multidisciplinary department
Describe specific challenges for recruitment and retention of pediatric psychologists
Apply program development DEI strategies to their home institution
Learn key concepts and theories of grief and loss, and how they apply to patient and family experiences in the context of medical care.
Discuss mentalization as a framework for enhancing sensitive practice within the healthcare setting.
Identify cultural differences related to grief, and foster a stance of cultural humility when working with grieving and bereaved families in the healthcare setting.
Discuss the latest research findings related to issues in pediatric psychology
Use findings and methodologies presented in their own research in pediatric psychology
Apply findings related to pediatric psychology to their clinical practice
Discuss the latest research findings related to issues in pediatric psychology
Use findings and methodologies presented in their own research in pediatric psychology
Apply findings related to pediatric psychology to their clinical practice
Describe hot topics and trends in pediatric psychology. 
Analyze the effects of specific healthcare policies on child health outcomes. 
Identify innovative strategies for pediatric psychologists to engage in policy advocacy within pediatric psychology. 
Discuss the benefits of implementing a consultation group to support and retain diverse study team members.
Describe the impact of a diverse study team on the experiences of diverse study participants.
Apply strategies from the eSCCIP-SP consultation group to their own research studies or clinical practice.
Apply evidence-based pediatric psychology interventions that pediatric psychologists already possess to the palliative care context.
Describe the importance of considering each patient’s identity, culture, and how the family unit may be impacted by systemic marginalization when they are making medical care decisions or navigating care preferences with the medical team.
Apply and integrate basic palliative care techniques, clinical tools, and resources into the participant’s current practice, including use of palliative care terminology.
Identify effective strategies for balancing clinical work, teaching, research, and leadership responsibilities as pediatric psychologists, including time management and realistic productivity expectations.
Discuss the practical application of the Boulder/Scientist-Practitioner model, with guidance on how to integrate clinical care and research effectively in their roles.
Explain the promotion and tenure process, including how to build a strong dossier, prepare for promotion, and understand institutional requirements.
Identify strategies for incorporating Diversity, Equity, and Inclusion (DEI) principles into their clinical, teaching, and research work, ensuring culturally aware and inclusive practices in pediatric psychology.
Identify common soft and hard barriers faced by ECPs and community partners striving to carry forward JEDI-driven clinical programs.
Describe actions that can be taken by higher-power and greater-resourced stakeholders/partners in clinical program development to promote positive outcomes for ECPs and Lived Experience Experts.
Identify practical tools prized by ECP and community partners that have supported systems navigation, program infrastructure building, and community engagement.
Describe examples of how ECPs and Lived Experience Experts envision just, inclusive, diverse, and equitable programs of the future in pediatric psychology.
Participants will be able to list at least two ways healthcare restrictions impact the mental health of transgender and gender diverse youth.
Participants will generate at least three ways they can advocate at institutional, regional, and national levels for access to healthcare for transgender and gender diverse youth and families.
Participants will generate at least three ways to access local resources for transgender and gender diverse youth.
Discuss implications for implementation of the WPATH standards.
Describe drivers of equity and access barriers in EBT delivery that are targeted by FAST in integrated settings including workforce training limitations, treatment implementation burden and stigma.
Facilitate patient engagement discussions exploring identity, race, and discrimination-related stressors to better address critical determinants of mental health and enhance clinical care.
Demonstrate key components of FAST interventions for anxiety and/or disruptive behavior, from psychoeducation to foundational workbook skills modules.
Identify the role of culturally-cognizant self-reflection and radical self-care in enhancing authenticity within, and satisfaction from, pediatric psychology work.
Identify 3 personalized and culturally-aligned acts of radical self-care.
Identify at least 3 strategies to act as a change agent and create a culture of wellness within the workplace.
Discuss the experiences (challenges and opportunities) of moral distress as a URM pediatric psychologist within academic medicine.
Describe the cultural and contextual factors (white-centered organizational culture) within academic medicine that maintain moral distress.
Apply relevant frameworks to the experiences of URM pediatric psychologists to help make tangible the factors contributing to moral distress.
Identify strategies and practices that mitigate moral distress and promote personal and collective well-being.
Create an initial draft of consensus recommendations to disseminate identified strategies and practices.
List key components of health literacy and evaluate health literacy assessment strategies.
Identify and apply methods to improve effective verbal and visual communication that is responsive to patient and family health literacy.
Identify key considerations in design of patient-facing written materials through the implementation of a stepwise process centered in health equity tenets.
Demonstrate application of health literacy adaptations when working with populations who have been marginalized.
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This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
This session met my expectations for content.
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How much did you learn as a result of this CE program? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
How useful was the content of this CE program for your practice or other professional development? 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
The session’s overall value to me was 
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What barriers might you have that would interfere with the implementation of new information learned at this conference?

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How can SPPAC be improved to better impact knowledge, skills/strategies, performance, and/or professional outcomes?
What specifically did you learn during this conference that you intend to integrate into your professional work?

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

Please rate the food offerings during the welcome reception, breakfast, and snack breaks. 
If you attended the SIGS on parade event, please rate your experience of this event.
Were the other offerings (e.g. headshots, service event) meaningful to your conference experience?
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If you utilized accommodations (e.g. mother's room, interpreting services, dietary needs), please rate the quality.
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Please share your thoughts on the following:
Number of educational sessions
Number of poster sessions
Amount of networking time
Pre-conference workshops

Please share any additional comments about SPPAC 2025 here:

What was the best part about the SPPAC?
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