23rd Annual Brain Injury Symposium Evaluation - October 14, 2017

As a result of participating in this course, to what extent do you agree that you will be better able to accomplish these objectives *

Scoring Key: 5=Strongly Agree 4=Agree 3=Neutral 2=Disagree 1=Strongly Disagree 0=Not applicable to my practice

	5	4	3	2	1	0
Describe the conditions under which neuroplastic changes occur.	Describe the conditions under which neuroplastic changes occur. - 5	Describe the conditions under which neuroplastic changes occur. - 4	Describe the conditions under which neuroplastic changes occur. - 3	Describe the conditions under which neuroplastic changes occur. - 2	Describe the conditions under which neuroplastic changes occur. - 1	Describe the conditions under which neuroplastic changes occur. - 0
Utilize simple clinical interventions that apply neuroplasticity principles.	Utilize simple clinical interventions that apply neuroplasticity principles. - 5	Utilize simple clinical interventions that apply neuroplasticity principles. - 4	Utilize simple clinical interventions that apply neuroplasticity principles. - 3	Utilize simple clinical interventions that apply neuroplasticity principles. - 2	Utilize simple clinical interventions that apply neuroplasticity principles. - 1	Utilize simple clinical interventions that apply neuroplasticity principles. - 0
Describe the advantages and limitations of computed tomography (CT) angiography in the acute stroke patient.	Describe the advantages and limitations of computed tomography (CT) angiography in the acute stroke patient. - 5	Describe the advantages and limitations of computed tomography (CT) angiography in the acute stroke patient. - 4	Describe the advantages and limitations of computed tomography (CT) angiography in the acute stroke patient. - 3	Describe the advantages and limitations of computed tomography (CT) angiography in the acute stroke patient. - 2	Describe the advantages and limitations of computed tomography (CT) angiography in the acute stroke patient. - 1	Describe the advantages and limitations of computed tomography (CT) angiography in the acute stroke patient. - 0
Describe the advantages and limitations of CT perfusion in the acute stroke patient.	Describe the advantages and limitations of CT perfusion in the acute stroke patient. - 5	Describe the advantages and limitations of CT perfusion in the acute stroke patient. - 4	Describe the advantages and limitations of CT perfusion in the acute stroke patient. - 3	Describe the advantages and limitations of CT perfusion in the acute stroke patient. - 2	Describe the advantages and limitations of CT perfusion in the acute stroke patient. - 1	Describe the advantages and limitations of CT perfusion in the acute stroke patient. - 0
Describe the various domains assessed in a typical neuropsychological evaluation.	Describe the various domains assessed in a typical neuropsychological evaluation. - 5	Describe the various domains assessed in a typical neuropsychological evaluation. - 4	Describe the various domains assessed in a typical neuropsychological evaluation. - 3	Describe the various domains assessed in a typical neuropsychological evaluation. - 2	Describe the various domains assessed in a typical neuropsychological evaluation. - 1	Describe the various domains assessed in a typical neuropsychological evaluation. - 0
List the conditions where neuropsychological assessment provides useful information.	List the conditions where neuropsychological assessment provides useful information. - 5	List the conditions where neuropsychological assessment provides useful information. - 4	List the conditions where neuropsychological assessment provides useful information. - 3	List the conditions where neuropsychological assessment provides useful information. - 2	List the conditions where neuropsychological assessment provides useful information. - 1	List the conditions where neuropsychological assessment provides useful information. - 0
Differentiate between a “fixed” and a “flexible” neuropsychological test battery.	Differentiate between a “fixed” and a “flexible” neuropsychological test battery. - 5	Differentiate between a “fixed” and a “flexible” neuropsychological test battery. - 4	Differentiate between a “fixed” and a “flexible” neuropsychological test battery. - 3	Differentiate between a “fixed” and a “flexible” neuropsychological test battery. - 2	Differentiate between a “fixed” and a “flexible” neuropsychological test battery. - 1	Differentiate between a “fixed” and a “flexible” neuropsychological test battery. - 0
Identify the role of participation outcomes in the implementation of functional treatment.	Identify the role of participation outcomes in the implementation of functional treatment. - 5	Identify the role of participation outcomes in the implementation of functional treatment. - 4	Identify the role of participation outcomes in the implementation of functional treatment. - 3	Identify the role of participation outcomes in the implementation of functional treatment. - 2	Identify the role of participation outcomes in the implementation of functional treatment. - 1	Identify the role of participation outcomes in the implementation of functional treatment. - 0
Summarize the underlying principles of good therapy technique.	Summarize the underlying principles of good therapy technique. - 5	Summarize the underlying principles of good therapy technique. - 4	Summarize the underlying principles of good therapy technique. - 3	Summarize the underlying principles of good therapy technique. - 2	Summarize the underlying principles of good therapy technique. - 1	Summarize the underlying principles of good therapy technique. - 0
Describe the fundamental differences between personalized and contextualized treatment.	Describe the fundamental differences between personalized and contextualized treatment. - 5	Describe the fundamental differences between personalized and contextualized treatment. - 4	Describe the fundamental differences between personalized and contextualized treatment. - 3	Describe the fundamental differences between personalized and contextualized treatment. - 2	Describe the fundamental differences between personalized and contextualized treatment. - 1	Describe the fundamental differences between personalized and contextualized treatment. - 0
Address barriers patients face to participation within an individualized case and a health care system.	Address barriers patients face to participation within an individualized case and a health care system. - 5	Address barriers patients face to participation within an individualized case and a health care system. - 4	Address barriers patients face to participation within an individualized case and a health care system. - 3	Address barriers patients face to participation within an individualized case and a health care system. - 2	Address barriers patients face to participation within an individualized case and a health care system. - 1	Address barriers patients face to participation within an individualized case and a health care system. - 0
Describe the role and relationship of brain plasticity with physical exercise and cognitive performance.	Describe the role and relationship of brain plasticity with physical exercise and cognitive performance. - 5	Describe the role and relationship of brain plasticity with physical exercise and cognitive performance. - 4	Describe the role and relationship of brain plasticity with physical exercise and cognitive performance. - 3	Describe the role and relationship of brain plasticity with physical exercise and cognitive performance. - 2	Describe the role and relationship of brain plasticity with physical exercise and cognitive performance. - 1	Describe the role and relationship of brain plasticity with physical exercise and cognitive performance. - 0
Explain the impact physical exercise has on the lifespan of health adults and on individuals with Parkinson Disease, post-stroke and post-TBI.	Explain the impact physical exercise has on the lifespan of health adults and on individuals with Parkinson Disease, post-stroke and post-TBI. - 5	Explain the impact physical exercise has on the lifespan of health adults and on individuals with Parkinson Disease, post-stroke and post-TBI. - 4	Explain the impact physical exercise has on the lifespan of health adults and on individuals with Parkinson Disease, post-stroke and post-TBI. - 3	Explain the impact physical exercise has on the lifespan of health adults and on individuals with Parkinson Disease, post-stroke and post-TBI. - 2	Explain the impact physical exercise has on the lifespan of health adults and on individuals with Parkinson Disease, post-stroke and post-TBI. - 1	Explain the impact physical exercise has on the lifespan of health adults and on individuals with Parkinson Disease, post-stroke and post-TBI. - 0
Identify data-driven, dose-specific recommendations of exercise for brain health as concluded from a large-scale quantitative systematic review.	Identify data-driven, dose-specific recommendations of exercise for brain health as concluded from a large-scale quantitative systematic review. - 5	Identify data-driven, dose-specific recommendations of exercise for brain health as concluded from a large-scale quantitative systematic review. - 4	Identify data-driven, dose-specific recommendations of exercise for brain health as concluded from a large-scale quantitative systematic review. - 3	Identify data-driven, dose-specific recommendations of exercise for brain health as concluded from a large-scale quantitative systematic review. - 2	Identify data-driven, dose-specific recommendations of exercise for brain health as concluded from a large-scale quantitative systematic review. - 1	Identify data-driven, dose-specific recommendations of exercise for brain health as concluded from a large-scale quantitative systematic review. - 0
Implement tools to improve exercise literacy and aid in the promotion of increased activity levels in older adults.	Implement tools to improve exercise literacy and aid in the promotion of increased activity levels in older adults. - 5	Implement tools to improve exercise literacy and aid in the promotion of increased activity levels in older adults. - 4	Implement tools to improve exercise literacy and aid in the promotion of increased activity levels in older adults. - 3	Implement tools to improve exercise literacy and aid in the promotion of increased activity levels in older adults. - 2	Implement tools to improve exercise literacy and aid in the promotion of increased activity levels in older adults. - 1	Implement tools to improve exercise literacy and aid in the promotion of increased activity levels in older adults. - 0
Implement strategies to utilize the current applications of robotics in the neurological rehabilitation of patients.	Implement strategies to utilize the current applications of robotics in the neurological rehabilitation of patients. - 5	Implement strategies to utilize the current applications of robotics in the neurological rehabilitation of patients. - 4	Implement strategies to utilize the current applications of robotics in the neurological rehabilitation of patients. - 3	Implement strategies to utilize the current applications of robotics in the neurological rehabilitation of patients. - 2	Implement strategies to utilize the current applications of robotics in the neurological rehabilitation of patients. - 1	Implement strategies to utilize the current applications of robotics in the neurological rehabilitation of patients. - 0
Examine the current state of brain-computer interface technology, and describe future directions for its application in the rehabilitation of the neurologically impaired patient.	Examine the current state of brain-computer interface technology, and describe future directions for its application in the rehabilitation of the neurologically impaired patient. - 5	Examine the current state of brain-computer interface technology, and describe future directions for its application in the rehabilitation of the neurologically impaired patient. - 4	Examine the current state of brain-computer interface technology, and describe future directions for its application in the rehabilitation of the neurologically impaired patient. - 3	Examine the current state of brain-computer interface technology, and describe future directions for its application in the rehabilitation of the neurologically impaired patient. - 2	Examine the current state of brain-computer interface technology, and describe future directions for its application in the rehabilitation of the neurologically impaired patient. - 1	Examine the current state of brain-computer interface technology, and describe future directions for its application in the rehabilitation of the neurologically impaired patient. - 0
Review the current state of functional electrical stimulation (FES) in stroke/TBI recovery and the future directions for application of this technology.	Review the current state of functional electrical stimulation (FES) in stroke/TBI recovery and the future directions for application of this technology. - 5	Review the current state of functional electrical stimulation (FES) in stroke/TBI recovery and the future directions for application of this technology. - 4	Review the current state of functional electrical stimulation (FES) in stroke/TBI recovery and the future directions for application of this technology. - 3	Review the current state of functional electrical stimulation (FES) in stroke/TBI recovery and the future directions for application of this technology. - 2	Review the current state of functional electrical stimulation (FES) in stroke/TBI recovery and the future directions for application of this technology. - 1	Review the current state of functional electrical stimulation (FES) in stroke/TBI recovery and the future directions for application of this technology. - 0
Review current treatment options for acute ischemic stroke.	Review current treatment options for acute ischemic stroke. - 5	Review current treatment options for acute ischemic stroke. - 4	Review current treatment options for acute ischemic stroke. - 3	Review current treatment options for acute ischemic stroke. - 2	Review current treatment options for acute ischemic stroke. - 1	Review current treatment options for acute ischemic stroke. - 0
Determine if acute stroke patients meet eligibility criteria for reperfusion therapy.	Determine if acute stroke patients meet eligibility criteria for reperfusion therapy. - 5	Determine if acute stroke patients meet eligibility criteria for reperfusion therapy. - 4	Determine if acute stroke patients meet eligibility criteria for reperfusion therapy. - 3	Determine if acute stroke patients meet eligibility criteria for reperfusion therapy. - 2	Determine if acute stroke patients meet eligibility criteria for reperfusion therapy. - 1	Determine if acute stroke patients meet eligibility criteria for reperfusion therapy. - 0
Recognize the signs and symptoms of the most common complications of acute stroke therapies.	Recognize the signs and symptoms of the most common complications of acute stroke therapies. - 5	Recognize the signs and symptoms of the most common complications of acute stroke therapies. - 4	Recognize the signs and symptoms of the most common complications of acute stroke therapies. - 3	Recognize the signs and symptoms of the most common complications of acute stroke therapies. - 2	Recognize the signs and symptoms of the most common complications of acute stroke therapies. - 1	Recognize the signs and symptoms of the most common complications of acute stroke therapies. - 0

How effective were the following speakers in meeting their learning objectives? *

Scoring key: 5=Very effective, 4= Effective, 3= Somewhat effective, 2= Slightly effective, 1= Completely Ineffective Speakers are listed according to the lecture schedule.

	5	4	3	2	1
Smaller-Faster-Better-Easier: Clinically-Practical Post-Stroke UE Motor Interventions - Stephen J. Page, Ph.D.,	Smaller-Faster-Better-Easier: Clinically-Practical Post-Stroke UE Motor Interventions - Stephen J. Page, Ph.D., - 5	Smaller-Faster-Better-Easier: Clinically-Practical Post-Stroke UE Motor Interventions - Stephen J. Page, Ph.D., - 4	Smaller-Faster-Better-Easier: Clinically-Practical Post-Stroke UE Motor Interventions - Stephen J. Page, Ph.D., - 3	Smaller-Faster-Better-Easier: Clinically-Practical Post-Stroke UE Motor Interventions - Stephen J. Page, Ph.D., - 2	Smaller-Faster-Better-Easier: Clinically-Practical Post-Stroke UE Motor Interventions - Stephen J. Page, Ph.D., - 1
Update on Acute Neuroimaging - Kevin J. Abrams, M.D.	Update on Acute Neuroimaging - Kevin J. Abrams, M.D. - 5	Update on Acute Neuroimaging - Kevin J. Abrams, M.D. - 4	Update on Acute Neuroimaging - Kevin J. Abrams, M.D. - 3	Update on Acute Neuroimaging - Kevin J. Abrams, M.D. - 2	Update on Acute Neuroimaging - Kevin J. Abrams, M.D. - 1
Clinical Applications of neuropsychological assessment with TBI and Stroke - Richard A. Hamilton, PhD	Clinical Applications of neuropsychological assessment with TBI and Stroke - Richard A. Hamilton, PhD - 5	Clinical Applications of neuropsychological assessment with TBI and Stroke - Richard A. Hamilton, PhD - 4	Clinical Applications of neuropsychological assessment with TBI and Stroke - Richard A. Hamilton, PhD - 3	Clinical Applications of neuropsychological assessment with TBI and Stroke - Richard A. Hamilton, PhD - 2	Clinical Applications of neuropsychological assessment with TBI and Stroke - Richard A. Hamilton, PhD - 1
Functional treatment of cognitive and linguistic disorder in Brain Injury and Stroke. What does this mean? - Kristy S.E. Weissling, SLP.D., CCC-SLP	Functional treatment of cognitive and linguistic disorder in Brain Injury and Stroke. What does this mean? - Kristy S.E. Weissling, SLP.D., CCC-SLP - 5	Functional treatment of cognitive and linguistic disorder in Brain Injury and Stroke. What does this mean? - Kristy S.E. Weissling, SLP.D., CCC-SLP - 4	Functional treatment of cognitive and linguistic disorder in Brain Injury and Stroke. What does this mean? - Kristy S.E. Weissling, SLP.D., CCC-SLP - 3	Functional treatment of cognitive and linguistic disorder in Brain Injury and Stroke. What does this mean? - Kristy S.E. Weissling, SLP.D., CCC-SLP - 2	Functional treatment of cognitive and linguistic disorder in Brain Injury and Stroke. What does this mean? - Kristy S.E. Weissling, SLP.D., CCC-SLP - 1
Exercise for Brain Health: Plasticity and Data-Driven, Dose-Specific Recommendations - Joyce Rios Gomes Osman, PT, PhD	Exercise for Brain Health: Plasticity and Data-Driven, Dose-Specific Recommendations - Joyce Rios Gomes Osman, PT, PhD - 5	Exercise for Brain Health: Plasticity and Data-Driven, Dose-Specific Recommendations - Joyce Rios Gomes Osman, PT, PhD - 4	Exercise for Brain Health: Plasticity and Data-Driven, Dose-Specific Recommendations - Joyce Rios Gomes Osman, PT, PhD - 3	Exercise for Brain Health: Plasticity and Data-Driven, Dose-Specific Recommendations - Joyce Rios Gomes Osman, PT, PhD - 2	Exercise for Brain Health: Plasticity and Data-Driven, Dose-Specific Recommendations - Joyce Rios Gomes Osman, PT, PhD - 1
New Technologies in Neurological Rehabilitation - Bradley Aiken, M.D.	New Technologies in Neurological Rehabilitation - Bradley Aiken, M.D. - 5	New Technologies in Neurological Rehabilitation - Bradley Aiken, M.D. - 4	New Technologies in Neurological Rehabilitation - Bradley Aiken, M.D. - 3	New Technologies in Neurological Rehabilitation - Bradley Aiken, M.D. - 2	New Technologies in Neurological Rehabilitation - Bradley Aiken, M.D. - 1
Acute Stroke Treatment Update - Felipe de los Rios La Rosa, MD	Acute Stroke Treatment Update - Felipe de los Rios La Rosa, MD - 5	Acute Stroke Treatment Update - Felipe de los Rios La Rosa, MD - 4	Acute Stroke Treatment Update - Felipe de los Rios La Rosa, MD - 3	Acute Stroke Treatment Update - Felipe de los Rios La Rosa, MD - 2	Acute Stroke Treatment Update - Felipe de los Rios La Rosa, MD - 1

Was this course fair, balanced and without commercial bias? *

Yes

How many patients will you see in your practice who will likely be impacted by what you learned at this activity? *

1-5

6-10

Over 10

Not applicable to my practice

Is this your first time attending this symposium? *

Yes

How did you hear about us? *

Would you attend this symposium again next year? *

Yes

If you checked "No,” please tell us why: *

If you checked "No,” please explain why you would not recommend this course: *

What do you intend to do differently in the treatment of your patients as a result of what you learned? What new strategies will you apply in your practice of patient care? *

If you do not plan to implement any new strategies learned, please list any barriers or obstacles that might keep you from doing so.

Suggested topics and/or speakers you would like for future symposiums.

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23rd Annual Brain Injury Symposium Evaluation - October 14, 2017