2016newlogowords
AACT - NACCT Pre-Symposia Evaluation: ACMT (10/13/21)
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.
PHARMACIST/TECHNICIANS: If you do not provide your NABP ID AND your DATE OF BIRTH, your hours will not be uploaded to CPE Monitor.
(CPE Monitor) NABP e-Profile ID (ePID) - Example 123456:
(CPE Monitor) Date of Birth (MM/DD) - Example September 24 would be 0924:
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):
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor 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 used technology effectively
Describe the mechanics of multiple modes of mechanical ventilation, as well as advantages and disadvantages of each.
Develop a problem-specific mechanical ventilation strategy for metabolic acidosis, refractory hypoxemia, and acute airway obstruction.
Describe multiple mechanisms of ventilator-induced lung injury (VILI) and strategies to minimize VILI.
The instructor used technology effectively
Describe the possible modalities of extracorporeal life support (ECLS) and mechanical circulatory support devices available to support critically ill, poisoned patients.
Discuss considerations and risks of ECLS and mechanical circulatory support devices in the poisoned patient.
The instructor used technology effectively
Describe the general principles of renal replacement therapy in the critically ill poisoned patient
Approach dosing of antidotes for poisoned patients undergoing renal replacement therapies
Identify complications of renal replacement therapy related to poisoning and antidotal therapies
The instructor used technology effectively
To acknowledge the novel indications of old antidotes with their possible contribution and effectiveness.
To learn about new antidotes based on experimental or initial clinical data.
The instructor used technology effectively
Contrast the various scoring systems that are used clinically to assess and manage patients with ethanol withdrawal.
Explain how the scoring scales interface with the optimal use of medications to treat patients with alcohol withdrawal.
The instructor used technology effectively
Describe how buprenorphine is initiated using micro dosing protocols in the ICU setting.
Describe how the use of Medications for Opioid Use Disorder effect the use of opioid analgesics and other sedation in the ICU.
Describe how and why standard ICU sedation protocols were altered for patients critically ill with COVID-19 pneumonitis and how techniques used to efficiently treat dependence and withdrawal in patients with substance use disorders can be applied to this population.
The instructor used technology effectively
Understand the overdose trends before, during and after the pandemic.
Understand the unique vulnerabilities of the pediatric brain to substance abuse.
Challenges when facing adolescent substance abuse treatment.
The instructor used technology effectively
Describe two advantages to BARDA’s repurposing strategy over stockpiling medical countermeasures (MCMs) with single FDA indications.
Describe an advantage of a pathophysiology/mechanism of injury-based approach to chemical MCM development.
The instructor used technology effectively
Define what it means for a drug to be expired.
Discuss how expiration dates are determined.
Discuss what uses we should consider for expired drugs.
The instructor used technology effectively
The instructor used technology effectively
Discuss diagnostic approach to brain death declaration, including adherence to guidelines.
Discuss the challenges and pitfalls of brain death consideration in the toxicology patient.
Discuss the role of the toxicologist in brain death declaration.
The instructor used technology effectively
Understand what toxicology gains when there is bedside toxicologist
Learn the difference between the Science and the Art of Medicine
Understand the unique aspects of toxicology that impacts patient care
The instructor used technology effectively
Appreciate how perspectives from multiple specialties in addition to medical toxicity can inform the best care of poisoned patients.
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:

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