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AACPDM - 2021 AACPDM 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 program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV/technology.
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 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 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
Objective 1: Identify new strategies for the diagnosis of and interventions for individuals with cerebral palsy and developmental disabilities.
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 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 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 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
Objective 2: Increase interprofessional collaboration to help coordinate and improve services.
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 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
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
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
Objective 3: Identify where to access resources for care across the lifespan.
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 used technology effectively
Understand the basic principles of the GRADE process;
Create evidence profiles based on the GRADE process;
Critically evaluate systematic reviews to inform evidencebased concepts;
The instructor used technology effectively
Identify and establish necessary components for a successful research program focusing on CP;
Understand the different funding sources and mechanisms to support a research program
Understand the different components of a research grant proposal;
The instructor used technology effectively
Understand the strengths and limitations of the Delphi process;
Define the consensus agreement regarding indications for each of these commonly prescribed procedures;
Tailor expert consensus to refine indications for surgical procedures in your own patients;
The instructor used technology effectively
Common presentations of pain behaviors in children with medical complexity (CMC) and approach to assessment in inpatient, outpatient, and telehealth settings;
The evaluation of pain behaviors in CMC, including with use of the GRASP tool;
Available evidence and off-label use of potential nonpharmacologic interventions and pharmacologic management and the available evidence for treatments of pain behaviors;
The instructor used technology effectively
The nature and prevalence of mental health problems, and risk factors for mental health disorders in adolescents and adults with cerebral palsy;
Best practice in identifying, measuring, and implementing strategies to address mental health problems in adolescents and adults with cerebral palsy;
How to maximize mental well being in adolescents and adults with cerebral palsy in clinical practice;
The instructor used technology effectively
Participants will be able to discuss the subsystems that compose and the development of upright standing stability;
Participants will be able to discuss some of the common medical diagnoses or conditions that adversely affect standing balance;
Participants will be able to understand the role motion analysis can play with assessing standing balance deficits and the effectiveness of treatment interventions.
The instructor used technology effectively
Participants will be able to characterize the challenges posed by decreased in-person access to standardized surveillance of high-risk infants;
Participants will be able to compare the limits in validation between the in-person and telehealth performance of the HINE;
Participants will be able to identify strategies to overcome difficulties of performing a neurological exam via telehealth.
The instructor used technology effectively
Proficiency in the basics of ultrasound imaging
Identify applications of US in clinical practice including procedural guidance
Identify sonoacoustic properties of relevant tissues
The instructor used technology effectively
Describe the unique nature of the GOAL Questionnaire and what it adds to functional outcome assessment;
Explain the validation process, scoring and interpretation of the GOAL Questionnaire across patients with different motor abilities;
Identify one or more pearls and pitfalls regarding incorporation of the GOAL Questionnaire into clinical practice;
The instructor used technology effectively
Discuss how systemic bias prevents marginalized groups from equal participation.
Identify two common tests in medicine that incorrectly use the social construct of race as a feature of human physiology;
Discuss the impact of systemic racism on patient health;
The instructor used technology effectively
Understand the evidence for B-CIMT;
Have knowledge on developmental identifiers of hemiplegia in primary care;
Interpret the scoring of the Hammersmith as it relates to ‘asymmetries’ to identify children who may benefit from B-CIMT;
The instructor used technology effectively
Use a standardized format for the critical analysis of scientific articles from the medical literature;
Be familiar with the most significant recent advances in the orthopaedic management of children with neuromuscular disorders;
Incorporate new techniques and technologies into clinical practice;
The instructor used technology effectively
Describe common types of artificial intelligence (AI) employed in healthcare.
Summarize the most prevalent AI applications used in pediatric rehabilitation interventions to target participation of young persons with childhood disabilities;
Appraise gaps for further research on the use of AI in pediatric rehabilitation interventions targeting young persons’ participation;
The instructor used technology effectively
The purpose of this study was to assess the diagnostic rate of genome sequencing (GS) in a heterogeneous cohort of singleton cerebral palsy patients with confirmed eligibility for inclusion in Australian Cerebral Palsy Registers and without prior genetic testing.
We sought to determine if the Met allele predicts either increased risk of cerebral palsy or decreased cognitive development, both previously unstudied, using the same cohort and methods that Worley et al. (2020) used to establish the association of the Met allele with decreased motor development in ELBW infants.
The objective of the ACCeNT-CP study was to describe change in gross motor function in young children with CP after treatment with high-dose allogeneic unrelated donor CB or allogeneic, third party, human cord tissue-derived MSC (hCT-MSC) 12 months post treatment
The instructor used technology effectively
We aimed to assess the status and underlying factors of rehabilitation uptake and educational attainment among children with CP in rural Bangladesh.
The purpose of this study was to learn what health professionals and equipment are accessed by children with CP and how these are funded.
This study’s objectives were to assess inter-rater/test-retest reliability, concurrent validity and basic clinical utility of the Ignite Challenge, a 13-item advanced motor skills observational measure created to assess movement skills of children with ASD.
The instructor used technology effectively
The purpose of this study was to compare the effectiveness of CS and LCL for correction of valgus foot deformities in ambulatory children with CP.
This study provides a systematic review of the current literature and aims to investigate the correlation between age at surgery and follow-up time with surgical outcomes in pediatric upper extremity cerebral palsy patients.
We looked to see if children with CP who had dystonia and other movement disorders, but no spasticity had similar incidence and progression of scoliosis.
The instructor used technology effectively
The aim of this study was to describe and compare the use of three spasticity reducing methods; Selective dorsal rhizotomy (SDR), Intrathecal baclofen therapy (ITB), and Botulinum toxin-A therapy (BTX-A) among children and adolescents with CP in six northern European countries.
Investigate the effects of therapies on an impairment level in this population.
Examine the relative contribution of sensory-motor impairments (i.e. contracture, spasticity, proprioception, coordination, muscle strength) to mobility limitations.
The instructor used technology effectively
Identify new strategies for the diagnosis of and interventions for individuals with cerebral palsy and developmental disabilities.
Increase interprofessional collaboration to help coordinate and improve services.
Identify where to access resources for care across the lifespan.
The instructor used technology effectively
Be introduced to the six F-Words in Child Development built upon the World Health Organization’s International Classification of Functioning, Disability and Health (ICF) framework;
Review scientific assessment of cutting edge technology including robotic gait trainers, social robots and mixed reality therapy games;
Apply the F-words lens to these specific examples of technology;
The instructor used technology effectively
Describe the evidence for hip surveillance in children with cerebral palsy;
Describe models for the implementation of hip surveillance that have been developed in multiple countries
List barriers and potential solutions to implementing hip surveillance within varying health systems;
The instructor used technology effectively
Summarize the major conclusions of each of the ten articles presented;
Identify areas in which additional research is needed;
Evaluate the utility of each of the articles for one’s own clinical practice;
The instructor used technology effectively
Define primary and secondary deviations and compensations seen in gait;
Differentiate between primary deviations that need to be treated and compensations that will resolve if the primary problem is addressed;
Understand common multi-level gait patterns in persons with neuromuscular disorders;
The instructor used technology effectively
Be able to better understand difficult hypertonic and complex movement disorders and possible treatment options, including the importance of a team approach in patient management;
Understand when a deep brain stimulator can be useful in managing severe dystonic and dyskinetic conditions;
Understand which patients may be successfully treated with a ventral-dorsal rhizotomy or a selective dorsal rhizotomy;
The instructor used technology effectively
Quantify coexisting neurodevelopmental impairments in children with CP with respect to children born at similar gestational age.
We hypothesized that children with CP would have higher blood pressure and weight compared to children without CP.
Determine the early childhood developmental profiles of a pilot cohort of children with new IMV transitioning home from the hospital.
The instructor used technology effectively
Analyze long-term evolution of gait using a modified Gait Profile Score (without hip rotation)
Develop consensus for the surgical indications of ADFE in children with cerebral palsy (CP)
The aim of this study is to report the presence of knee pain in diplegic spastic cerebral palsy individuals and crouch gait and how its related or not with patella alta.
The instructor used technology effectively
The purpose of this study is to evaluate how well specific physical examination of the hip range of motion can rule out or predict a clinically significant hip displacement (MP> 30%).
The purpose of this study was to define the risk factors related to surgical complications in patients with CP following PFO in a large series at a single tertiary-care institution.
The purpose of this study was to evaluate the effects of several postoperative immobilization methods in patients with neuromuscular conditions following hip reconstruction and determine which method yields the fewest complications.
The instructor used technology effectively
The objective of this investigation was to determine if power training has complementary changes in the muscular function and somatosensory cortical activity of youth with CP.
We hypothesized that actigraphy-derived metrics of arm asymmetry and movement variability in children with perinatal stroke and HCP could detect functional changes within an intensive upper extremity motor rehabilitation trial.
To investigate interrelations between lower limbs (LL) proprioception and tactile discrimination with postural stability.
The instructor used technology effectively
Identify new strategies for the diagnosis of and interventions for individuals with cerebral palsy and developmental disabilities.
Increase interprofessional collaboration to help coordinate and improve services.
Identify where to access resources for care across the lifespan.
The instructor used technology effectively
List three challenges to comprehensive care created by pandemic circumstances
Describe several strategies to ensure quality care, including use of telehealth, in the face of pandemic constraints; participants;
Employ new approaches in the delivery of telehealth care;
The instructor used technology effectively
Understand that a CP diagnosis requires simultaneous thorough description of the associated clinical phenotype, etiologic risk factors, functioning, and developmental/health conditions;
Describe the benefits and limitations of a ‘diagnosis’ of CP;
Describe the distinction between a ‘diagnosis’ of CP and identification of etiologic risk factors for CP (such as prematurity or genetic variation);
The instructor used technology effectively
Discuss the controversy related to gait interpretation consistency and its influence on the utility of gait analysis as a clinical tool;
Explain the sources of variability that may contribute to lack of consistency of interpretation and the benefits of a structured, on-going consistency assessment program;
Identify challenges associated with achieving consistency of problem identification and treatment recommendations among course participants;
The instructor used technology effectively
Define spasticity in CP, in particular how it relates to its measurement and impact on gross motor function;
Understand the pathophysiology of muscle contracture in CP, as described in the most up-to-date evidence
Understand the pathophysiologic effects of botulinum toxin on CP skeletal muscle, and how these effects are modulated by dosage and frequency of injection;
The instructor used technology effectively
Describe and identify key components of a framework for change and apply them to developing a transition program;
Apply strategies to identify and integrate outcome measures of change using electronic medical record systems
Apply strategies to engage and work with inter-professional colleagues during program planning and implementation
The instructor used technology effectively
The aim of the study was to present a novel quantitative approach that could assess WMs in infants.
Identify whether uncoordinated sucking pattern during bottle-feeding in premature infants is associated with the motor developmental outcomes at 18-24 months of corrected age.
Explore parents’ perspectives on the greatest successes and the challenges faced while implementing the home activity programs during early intervention.
The instructor used technology effectively
This study examines the effect of AFO-FC on clinic measured balance as compared to the TSAFO in children with CP.
The purpose of this study is to determine if the GOAL questionnaire distinguishes family priorities between levels of gross motor function.
This study examined the relationship between an important characteristic of CMT gait, ankle dorsiflexion (DF) in terminal stance (TST) [2], and CMTPedS outcomes in children with the most common type of CMT, CMT Type 1 (CMT1).
The instructor used technology effectively
This study’s objectives were to evaluate: (1) FAB-CP test-retest reliability and construct validity; and (2) if balance confidence predicts physical activity participation of youth with CP in GMFCS Levels I-II.
The objective of this study was to validate the WCI in a more representative adult CP sample, and to identify WCI scores associated with an increased mortality risk.
The study aims to describe the proportion of health services use and unmet needs relating to health services among adults with CP in Ireland; and to examine the associations of factors relating to environment and population and health service use among adults with CP.
The instructor used technology effectively
Determine if the MM improvements were associated with improvements in bimanual performance and everyday life activities, underlying the benefits of HABIT-ILE beyond motor outcomes.
Describe whether children with USCP would show a reduced ability to prevent object roll and reduced covariation of digit placement and forces with the less affected hand compared to typically developing (TD) children.
Investigate the effects of sit-to-stand exercise training on self-care and mobility in children with moderately severe CP and also evaluate the effects of the training on speed of sit-to-stand and caregiver strain.
The instructor used technology effectively
Identify new strategies for the diagnosis of and interventions for individuals with cerebral palsy and developmental disabilities.
Increase interprofessional collaboration to help coordinate and improve services.
Identify where to access resources for care across the lifespan.
The instructor used technology effectively
Describe available evidence, benefits and limitations of use of telehealth for children with medical complexity and disability;
Describe approaches and resources for leveraging telehealth to optimize care for children with medical complexity and disability, including incorporating multiple caregivers, trainees, and members of the interprofessional care team;
Discuss strategies for evaluating telehealth outcomes for children with medical complexity and disability
The instructor used technology effectively
Identify proficiency in the basic physics of Ultrasound scanning;
Applications of US in clinical practice including procedural guidance
Identifying the sonoacoustic properties of relevant tissues
The instructor used technology effectively
Describe the current body of evidence for screening and assessment tools used with individuals with CVI;
Describe current practices from multiple institutions for collecting a targeted history, administering validated screening and assessment tools to get a comprehensive vision assessment;
Explain how to set up the environment and tasks during the functional vision evaluation to understand a child’s vision functional vision in the real world;
The instructor used technology effectively
Describe infant detectable risks indicating that a child is at high-risk for cerebral palsy (CP) warranting further assessment;
Describe the assessments that are predictive of cerebral palsy and the ages in which the assessments are appropriate;
Describe practical solutions used in clinical practice to ensure early detection of CP such as automatic systems to monitor high risk infants and ensure testing happens at specific time periods;
The instructor used technology effectively
Be able to understand the importance of including sex/ sexuality in assessments;
Learn how to initiate meaningful conversation relating to sex/sexuality;
Be able to understand physical challenges and limitation that people with CP experience related to sexual activity
The instructor used technology effectively
Describe the history of surgical rhizotomy which guides the application of that procedure in clinical practice currently;
Understand the importance of careful patient selection for surgical rhizotomy based on patient and family goals, neuroanatomy principles, and the predictability of outcomes
Identify atypical patient presentations that may benefit from selective dorsal rhizotomy, and discuss the anticipated outcomes;
The instructor used technology effectively
Describe pressure injury classification, risk assessment, skin assessment, and preventive measures
Describe the nutrition assessment and intervention, pressure relief, supportive cushions, and medical devices that help prevent and treat pressure injuries;
Describe pressure injury cleansing, debridement, and dressing, and treatments with biophysical agents and growth factors;
The instructor used technology effectively
Describe the Care Pathways topics of high interest to the AACPDM;
Plan a team to formulate a Care Pathway
Formulate an application and budget for a Care Pathway
The instructor used technology effectively
Define robotic gait trainers (RGT) and describe their use within neurorehabilitation;
Describe a new and emerging robotic walker used in cerebral palsy and growing evidence regarding use;
Describe devices for over-ground robotic training citing methodology / early results
The instructor used technology effectively
Demographically describe the population of children and youth with developmental disabilities in foster care, including age, diagnoses, race/ethnicity, language, and reasons for placement;
Delineate how abuse and neglect impact the developing brain, resulting in medical and mental health consequences
Utilizing a case example, demonstrate how to serve this population holistically through evidenced-based primary care, culturally-competent and trauma-informed practices, and collaboration with subspecialists, therapists, and child welfare and school-based professionals;
The instructor used technology effectively
Understand fundamental genetic concepts, how these relate to clinical genetic testing for CP, and describe the evidence supporting genetic testing for patients with CP
Evaluate a genetic test report and interpret different test outcomes (negative, positive and uncertain clinical significance).
Discuss the implications and challenges of genetic counseling for patients with CP and their families;
The instructor used technology effectively
Describe 4 features available on power wheelchairs that can facilitate function, pressure relief, or transfers
Describe issues that can contribute to the development of skin issues related to specific wheelchair features and list potential ways to mitigate the issues
Give examples of patient characteristics that might benefit from a specific wheelchair feature
The instructor used technology effectively
Understand that cerebral palsy research in LMIC focus on interventions to reduce impairment
Understand that activities, participation, and environmental factors are minimally addressed in LMIC studies;
Understand that many LMIC studies are published in journals that are not indexed in world-wide databases of scholarly journals;
The instructor used technology effectively
Demonstrate a thorough understanding of the movement disorders in patients with dyskinetic cerebral palsy, supported by videos to obtain a maximal understanding in different situations;
Understand the currently available possibilities for instrumented measurements to objectively evaluate dystonia and choreoathetosis in patients with dyskinetic cerebral palsy such as mobile sensors and markerless motion tracking;
Demonstrate a thorough understanding of the advantages and disadvantages of using instrumented measurements for the evaluation of dystonia and choreoathetosis, and their possibilities for different functioning levels
The instructor used technology effectively
Participants will appreciate the value of using mixed method study designs for certain research questions;
Participants will understand the various ways in which qualitative and quantitative methods can be used together in pediatric rehabilitation research;
Participants will appreciate some of the challenges inherent in mixed methods research and some strategies to mitigate those challenges
The instructor used technology effectively
To describe community walking activity levels and intensity of ambulatory children with CP relative to typically developing (TD) cohort;
To describe a process for combining accelerometry-based walking and GPS-based location information by matched time stamps;
Spatially explicit walking information as an outcome of interventions to enhance walking in children with CP;
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?

Additional comments:

How did you attend this course?
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