2016newlogowords
AACT - NACCT MAIN CONGRESS -SATURDAY 10/16 THROUGH MONDAY 10/18
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 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
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 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
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
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
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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
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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
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The instructor was responsive to participants
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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
The instructor was responsive to participants
The instructor used technology effectively
Describe the epidemiology and time trends in drug overdose mortality in the US.
State 2 possible reasons for the rise in stimulant deaths.
Discuss street-based perspectives on opioid and stimulant co-use.
The instructor used technology effectively
Review indications of lipid therapy.
Review indications of physostigmine therapy.
Review contraindications of antidotal therapy.
The instructor used technology effectively
Describe the indications for intravenous fat emulsion therapy for poisonings.
Identify 2 contraindications for physostigmine use.
Understand the limitations in the current literature regarding the efficacy of IFE therapy.
The instructor used technology effectively
Understand what species of exotic snakes haven responsible for most envenomations in the USA
The instructor used technology effectively
Review indications of lipid therapy. Review indications of physostigmine therapy. Review contraindications of antidotal therapy.
Identify 2 contraindications for physostigmine use.
Understand the limitations in the current literature regarding the efficacy of IFE therapy.
The instructor used technology effectively
Understand the limitations in the current literature regarding the efficacy of IFE therapy.
The instructor used technology effectively
Recognize the clinical features of bites from non-native snakes.
The instructor used technology effectively
Improve your knowledge of the history of the exotic antivenom index
The instructor used technology effectively
Describe the importance of user accessibility and identify accessibility barriers in digital outreach/education.
Describe best practices in applying health literacy and plain language to digital outreach/education.
Utilize features of common digital outreach programs/platforms to improve audience health literacy.
The instructor used technology effectively
Identify examples of environmental injustice.
Understand ways to improve allyship in the field of toxicology.
The instructor used technology effectively
Identify examples of environmental injustice.
Understand ways to improve allyship in the field of toxicology.
The instructor used technology effectively
Review background-systemic racism/allyship.
Review and discuss environmental injustice/literature and cases.
Discuss our role and future changes.
The instructor used technology effectively
Gain an understanding of the principles of Lactation Physiology and Pharmacology.
Determine safety of medication use in breastfeeding mothers.
Identify useful resources for assessing medication safety during lactation.
The instructor used technology effectively
Describe varying cases of patients with radiation exposure.
Utilize the EAST triage guidelines to appropriately categorize patients based on the tool.
The instructor used technology effectively
Discuss types of radiological incidents with focus on response to Improvised Nuclear Device (IND) scenarios.
Discuss Acute Radiation Syndrome Symptoms.
Describe types of available medical countermeasures for Acute Radiation Syndrome (ARS)
The instructor used technology effectively
Describe the mechanism of action of romiplostim.
Describe the data supporting the use of romiplostim for acute radiation syndrome.
The instructor used technology effectively
Compare performance of lactate assay on different platforms in the laboratory.
Identify the gaps different immunoassay platforms.
Recommend education on disconnect between patient’s symptoms vs test results.
The instructor used technology effectively
Discuss Sulfide containing compounds and their highly toxic chemicals
The instructor used technology effectively
Characterize the common reasons for using combination antivenom therapy for rattlesnake bites in the United States.
Describe the association of late findings such as coagulopathy and serum sickness associated with combination antivenom therapy for rattlesnake bites in the United States.
The instructor used technology effectively
Identify the degree of interference of INR measurement with the presence of NAC in vitro.
The instructor used technology effectively
Understand key determinants in predicting acetaminophen half-life.
The instructor used technology effectively
Understand the existing literature on the treatment of massive APAP toxicity.
Understand the findings and limitations of this research project on the effect of different NAC treatment regimens and the risk of developing hepatotoxicity.
The instructor used technology effectively
Review the process of an outbreak investigation.
Discuss the difficulties of investigating an outbreak of an unknown substance.
Review techniques employed during an outbreak investigation of an unknown substance.
The instructor used technology effectively
Discuss nature of stigma and SUDs and the challenges in addressing them.
Explore ways of overcoming stigma and promoting a realistic understanding of SUD/addiction.
Build skills for using person-first language to combat stigma within the educator role.
The instructor used technology effectively
Discuss the nature of stigma and substance use disorders and some of the challenges in addressing it to the community.
Explore ways of overcoming stigma and promoting a realistic understanding of substance use disorder/addiction.
Describe what is currently being done to address stigma in health education and what poison center educators can do to make a difference.
The instructor used technology effectively
Describe how leveraging new partnerships can build team capacity.
Understand community resilience and its influence on children's mental health.
Identify the role Pediatric Environmental Health Specialty Units play in addressing environmental health impacts on reproductive women and children prior to and after a natural disaster.
The instructor used technology effectively
Discuss common adverse drug event presentations.
Discuss clinical epidemiology of adverse drug events in Emergency Medicine practice
Discuss prevention research
The instructor used technology effectively
Summarize the level of evidence around restarting medication post-overdose.
List general principles of thought and tools to guide decisions.
The instructor used technology effectively
List 3 intermittent inborn errors of metabolism (IEM) that mimic diagnoses in Toxicology.
Learn 3 aspects of family history that raise the likelihood of IEM
Name 3 physical exam or laboratory findings that help differentiate IEM from toxicological diagnoses
The instructor used technology effectively
List 3 intermittent inborn errors of metabolism (IEM) that mimic diagnoses in Toxicology.
Name 3 physical exam or laboratory findings that help differentiate IEM from toxicological diagnoses.
The instructor used technology effectively
Identify bradycardia as a potentially serious unlabeled event in patients treated with remdesivir for COVID-19.
The instructor used technology effectively
Describe clinical characteristics following Eastern Massasauga envenomation.
The instructor used technology effectively
Understand the prevalence of compartment syndrome after rattlesnake envenomation in the NASBR population.
Understand best practices for the diagnosis of compartment syndrome after rattlesnake envenomation.
The instructor used technology effectively
Identify outcomes of rattlesnake bite patients treated with Fab2 antivenom in Arizona.
The instructor used technology effectively
Formulate an approach to the diagnosis of complex poisoning cases based on limited data.
Describe the management of several unique poisonings.
Identify potential pitfalls in the diagnostic approach to poisoned patients.
The instructor used technology effectively
Synthesize limited and mostly low - quality evidence into meaningful clinical recommendations.
The instructor used technology effectively
Describe the 1 bag, standard concentration Acetylcysteine protocol.
Compare the safety of the 1 bag, standard concentration Acetylcysteine to other protocols.
The instructor used technology effectively
Describe NAC dosing and administration variations, and the evidence available to support using them over the FDA-approved NAC protocol.
List the challenges faced by poison centers in recommending alternate NAC regimens and describe strategies for addressing them.
The instructor used technology effectively
Understand the stoichiometric relationship between NAPQI production and NAC dosing.
Understand the logical argument of increasing NAC dosing in massive overdoses.
The instructor used technology effectively
Describe NAC dosing and administration variations, and the evidence available to support using them over the FDA-approved NAC protocol.
Discuss the rationale for using an increased NAC dose in the setting of a large APAP ingestion, or ingestion of APAP modified-release dosage forms.
List the challenges faced by poison centers in recommending alternate NAC regimens and describe strategies for addressing them.
The instructor used technology effectively
Describe the hierarchy of controls.
Understand workplace screening and surveillance.
Describe types of workplace monitoring.
The instructor used technology effectively
Appreciate the prevalence of work related- toxic injuries in children.
Identify work areas of particular risk to children.
Appreciate relevant international and national laws regulating child labor.
The instructor used technology effectively
Develop an understanding of why storytelling is an effective communication tool.
Learn how using one’s own spoken or written voice or writing to tell a compelling story.
Appreciate the potential of storytelling as a means for education.
The instructor used technology effectively
Discuss common chemotherapy agents in the homes of pediatric oncology patients
Review toxicity and monitoring of common home chemotherapy agents in pediatric oncology patients
Discuss methotrexate toxicity, monitoring, and leucovorin use
The instructor used technology effectively
Discuss the common chemotherapy agents in the homes of pediatric oncology patients.
Review the toxicity and monitoring of common chemotherapy agents in the homes of pediatric oncology patients.
Discuss methotrexate toxicity monitoring and leucovorin use
The instructor used technology effectively
Discuss various toxic disasters during pandemic in India.
Review factors associated with these disasters.
Discuss mitigation strategies to avert these disasters.
The instructor used technology effectively
Understand the most common toxicologic epidemics during covid 19 pandemic.
Discuss prevention of the toxicologic epidemics during covid 19 pandemic.
The instructor used technology effectively
Describe the new dietary ingredient and exclusionary clause of DSHEA.
Summarize the current regulatory state of hemp products at federal level.
Describe synthesis and pharmacology of delta-8 THC.
The instructor used technology effectively
Understand the complex contextual features that enable the spread of health-related misinformation.
Develop a strategy, based on current best practices, for how to address misinformation in their work.
The instructor used technology effectively
Understand the role of social media in career development.
Enumerate the types of social media that are appropriate for career development.
Know how to use social media for personal career development.
The instructor used technology effectively
Recognize methods to use social media to promote academic work.
Understand pitfalls and key methods in managing conflict on social media.
The instructor used technology effectively
Discuss the predictive validity and reliability of the Poisoning Severity Score in a pediatric poisoned population.
Discuss the performances of the PSS to measure the severity and progression of acute intoxication in children compared to that of the PELODS.
The instructor used technology effectively
Discuss the overall rate and frequency of human poisoning exposures attributed to suicide attempts among children ages 6 to 19 years.
Discuss the relevant demographic and clinical characteristics for all suspected pediatric suicides from 2015 to 2020 that were reported to the U.S. Poison Centers.
The instructor used technology effectively
Describe how a regional poison center impacts hospital charges for toxicology patients.
The instructor used technology effectively
Describe methods to calculate estimated cost avoidance by use of poison control centers.
Identify opportunities to share cost avoidance data to promote poison center services.
The instructor used technology effectively
Recognize which programs are good candidates for evaluation.
Distinguish between process evaluation and impact evaluation.
Select appropriate objectives and evaluative measures for a variety of outreach programs.
The instructor used technology effectively
Recognize which programs are good candidates for evaluation.
Distinguish between process evaluation and impact evaluation.
Select appropriate objectives and evaluative measures for a variety of outreach programs.
The instructor used technology effectively
Understand why educators should track and maintain contact information and relationships post-program or intervention.
List methods educators can use to organize and stay in touch with their audience.
The instructor used technology effectively
Understand the need for research on drug prevalence of drivers who are in serious crashes.
Discuss howthe prevalence of alcohol and other drugs used changed in our sample of motor vehicle crash victims presenting at Level 1 Trauma Centers and Medical Examiner's office in selected sites.
The instructor used technology effectively
Understand NHTSA's Role in investigating impaired driving.
Understand the limitations of impaired driving data and research.
The instructor used technology effectively
Compare the opioid pharmacology knowledge levels and confidence scores of addiction counselors and trainees to intervene in a opioid overdose using nasal naloxone before and after a training intervention.
The instructor used technology effectively
Understand prevalence of adulterations in illicit drugs.
Discuss which adulterants are found in illicit drugs.
The instructor used technology effectively
Describe the prevalence and epidemiology of gyromitrin-containing mushroom exposures reported to the Michigan Poison & Drug Information Center over time.
Characterize the clinical toxic effects and symptoms associated with gyromitrin-containing mushroom exposures reported to the Michigan Poison & Drug Information Center.
The instructor used technology effectively
Acquire an awareness of the discrepancy between ICD coding and actual pediatric patient diagnosis after an overdose event.
Develop an understanding that utilizing only ICD codes to quantify opioid exposures and events has unexpectedly low positive predictive value.
The instructor used technology effectively
To understand the development of community based injury prevention programs that address risky teen driving behaviors
The instructor used technology effectively
Evaluate drug trends among DUID casework in the United States.
The instructor used technology effectively
Characterize barriers to the recognition and management of pesticide poisonings.
Make connections between environmental health tracking and environmental justice.
Promote the recognition and management of pesticide poisonings among diverse health care providers.
The instructor used technology effectively
Understand the nuances and complexities of categorical policies regarding the regulation of transgender athletes.
Identify regulations and policies aimed to accommodate transgender athletes in sport.
Discern the differences in regulatory practices among leagues and associations.
The instructor used technology effectively
Describe substances that the athlete will use to increase testosterone.
Describe the performance effects and adverse effects of testosterone supplementation.
The instructor used technology effectively
Describe AAPCC's initiatives aimed at raising national awareness of poison control centers.
Describe AAPCC's initiatives aimed at preventing unintentional poisonings.
The instructor used technology effectively
Educators will understand 2021 updates and priorities to the federal government program, HRSA.
Educators will be able to define the relationship between HRSA and Poison Control system.
Educators will understand resources available to them through HRSA’s Poison Help Campaign
The instructor used technology effectively
Identify both standard and unique treatments for generalized tetanus.
Describe challenges associated with generalized tetanus management.
The instructor used technology effectively
Discuss an approach to the management of cardiac arrest in a patient with methemoglobinemia.
Identify adjunctive therapies that can be used in the setting of methemoglobinemia induced cardiac arrest.
The instructor used technology effectively
Become familiar with QT prolonging agents and resultant dysrhythmias.
Discuss the use of ECMO in refractory arrhythmia management.
The instructor used technology effectively
Describe the changes reported in supplement use during COVID.
Summarize the role of Vitamin D and the immune system.
Discuss recent studies investigating Vitamin D and severity COVID 19 infection, and the limitations of our current state of knowledge.
The instructor used technology effectively
Develop a broader knowledge of poisonings in current media and culture.
Identify case studies, themes and emerging terminology relevant to poison prevention outreach.
Discuss with colleagues how to incorporate popular culture references into educational programming for multiple audiences.
The instructor used technology effectively
Develop a broader knowledge of poisonings in current media and culture.
Identify case studies, themes and emerging terminology relevant to poison prevention outreach.
Discuss with colleagues how to incorporate popular culture references into educational programming for multiple audiences.
The instructor used technology effectively
Evaluate the most common substances contributing to death in humans and animals.
Examine selected lethal substances to formulate causality in humans and animals.
Analyze why certain substances may be lethal to humans and not animals and vice versa.
The instructor used technology effectively
Evaluate the most common substances contributing to death in humans and animals.
Examine selected lethal substances to formulate causality in humans and animals.
Analyze why certain substances may be lethal to humans and not animals and vice versa.
The instructor used technology effectively
Describe toxicological challenges in the region.
Discuss snake envenomation in the region.
Discuss poisoning from plants in the region.
The instructor used technology effectively
Describe toxicological challenges in the region.
Discuss snake envenomation in the region.
Discuss poisoning from plants in the region.
The instructor used technology effectively
Describe different types of venomus Arabian Peninsula snakes.
Describe presentation of bites of venomous Arabian Peninsula snakes.
Describe management of venomous Arabian peninsula snakes.
The instructor used technology effectively
Discuss how hydroxyzine has lower rates of antimuscarinic findings than diphenhydramine, a prototypical first-generation H1 antihistamine.
The instructor used technology effectively
Understand the use of physostigmine in antimuscarinic medications.
Understand the effectiveness and safety of physostigmine in reversing delirium from SGA poisoning.
The instructor used technology effectively
Quantify the risks of intubation in overdose patients.
Allow for more rational weighing of therapeutic options on overdose with additional quantitative data.
The instructor used technology effectively
Recognize the role of an outbound text (SMS) in poison center call handling.
The instructor used technology effectively
Discuss the benefits and limitations of virtual poison prevention programs.
Describe a successful virtual poison prevention program.
The instructor used technology effectively
Understand the strategies to develop and implement Poison Prevention in universities for nursing and public health students.
Continuously assess and enhance the program even during the COVID-19 pandemic.
The instructor used technology effectively
Discuss a variety of communications strategies and system functions that will assist PC’s in providing exceptional customer service that enhances the user experience
Discuss the variety of partnerships that can provide a continuous bloodline to potential course takers.
The instructor used technology effectively
Identify changes in day-to-day operations made by poison centers in response to COVID-19.
Recognize changes in types of poisonings as a result of COVID-19.
Recognize changes and challenges in call volume as a result of COVID-19
The instructor used technology effectively
Review changes in day to day operations made by the poison center in response to COVID19.
Discuss relationships established with local public health and emergency management agencies.
The instructor used technology effectively
Review changes in day to day operations made by the poison center in response to covid 19.
Discuss relationships established with local public health and emergency management agencies.
The instructor used technology effectively
Understand the role of transdermal buprenorphine in initiating buprenorphine therapy in medically complex inpatients.
The instructor used technology effectively
Analyze the types and rates of false negative results by urine drug screen compared with comprehensive testing by liquid chromatography-mass spectrometry in trauma patients.
The instructor used technology effectively
Understand the characteristics of the population misusing oxycodone.
Highlight the risk markers of oxycodone misuse.
Understand the important aspects of National survey data.
The instructor used technology effectively
Describe the current epidemiology of adolescent and young adult benzodiazepine prescribing including the rates and dangers of prescribing benzodiazepines and opioids.
The instructor used technology effectively
Identify diagnostic clues to help recognize uncommon exposures.
List diagnostic criteria for certain common exposures or syndromes.
Discuss strategies for managing uncommon exposures.
The instructor used technology effectively
Evaluate the activity of EU PC.
Evaluate the activity of EU PC during COVID 19 emergency.
Ameliorate the PC activity for future.
The instructor used technology effectively
Evaluate the activity of EU PC.
Evaluate the activity of EU PC during COVID 19 emergency.
Ameliorate the PC activity for future.
The instructor used technology effectively
Summarize the content of 2021 Medical Toxicology LLSA Articles.
Discuss the most important facts in each article.
Test knowledge through LLSA test questions.
The instructor used technology effectively
Summarize the content of 2021 Medical Toxicology LLSA Articles.
Discuss the most important facts in each article.
Test knowledge through LLSA test questions.
The instructor used technology effectively
Summarize the content of 2021 Medical Toxicology LLSA Articles.
Discuss the most important facts in each article.
Test knowledge through LLSA test questions.
The instructor used technology effectively
Summarize the content of 2021 Medical Toxicology LLSA Articles.
Discuss the most important facts in each article.
Test knowledge through LLSA test questions.
The instructor used technology effectively
Summarize the content of 2021 Medical Toxicology LLSA Articles.
Discuss the most important facts in each article.
Test knowledge through LLSA test questions.
The instructor used technology effectively
Understand the existing literature on cannabis as a cause of seizures.
Appreciate cannabis' complexity & that its toxicologic relevance calls for more research.
The instructor used technology effectively
Understand the utility of plant identification applications in medical toxicology.
Identify which toxic plant species are unreliably identified via PictureThis
The instructor used technology effectively
Describe the common strategies in the diagnosis and management of serotonin syndrome.
Assess variations in the common management strategies for serotonin syndrome to identify areas in need of further research.
The instructor used technology effectively
Identify factors associated with morbidity & mortality in metformin poisonings.
The instructor used technology effectively
Recognize predictors of severe outcomes in children who present to hospital with opioid overdose.
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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