Session Evaluation
If you are completing session evaluations for CE credit, you must enter your name for each session to get credit for attending.

Speaker Evaluations

Please rate the following Opening Plenary Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Keisha Callins
Jean Sumner
Robert Lefavi
Please rate the following Workshop Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Georgeen Polyak
Annette Greer
N. Ruth Little
Sue Edwards
Margaret Sanders
Kristin Baughman
Please rate the following Lunch Roundtable Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Michael Arrington (Alcohol-Related Behaviors)
Janet Buelow and Mckinley Thomas (Addressing Obesity)
Rhonda Johnson (Teaching Health Equity)
Mary Martinasek (Hookah & E-cigs)
Annette Greer, N. Ruth Little, and Woodie Kessel (Teaching Climate Change)
Anthony Schlaff and Derrick Young (Anti-Racism Toolkit)
Carly Levy (Policies Framework)
Please rate the following Concurrent 1A Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Maria deValpine
Mark White
Carolyn Klatt
Mckinley Thomas
Please rate the following Concurrent 1B Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Miriam Mutambudzi
Harry Heiman
Telisa Stewart
Margaret Formica
Please rate the following Concurrent 2A Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Alexander Kendall
Sandra Larson
Stacy Abraham
Tankya Smith
Marlene Mchugh
Please rate the following Concurrent 2B Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Steven Jonas
Tishra Beeson
Mary Martinasek
Allison Kaczmarek
Please rate the following Plenary Speakers:  
 ExcellentGoodAverageBelow AveragePoorN/A
Mona Sarfaty
George Luber
Please rate the following Concurrent 3A Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Kimberly Elliott
Sandra Salloway
Susan Wozenski
Please rate the following Concurrent 3B Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Matthew Boulton
Please rate the following Concurrent 4A Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Amy Leader
Telisa Stewart
Margaret Formica
Christine Arcari
Miriam Mutambudzi
Please rate the following Concurrent 4B Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Adnan Mahmud
Adam Perzynski
Amy Sheon
Please rate the following Plenary Speaker:  
 ExcellentGoodAverageBelow AveragePoorN/A
Harry Heiman
Please rate the following Concurrent 5A Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Parvathy Pillai
Alexander Kendall
Rickie Brawer
Amy Leader
James Plumb
Please rate the following Concurrent 5B Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Deborah Williamson
John Scott
Kurt Menke
Dana Burshell

Please rate the following Concurrent 6A Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Austin Hilt
Blair Savoca
Erika Shaver
Austin Labanc
Please rate the following Concurrent 6B Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Stephanie Welsh
Zulqarnain Javed
Jose Millan
DeWitt Rogers
Rebecca Rubinstein
Please rate the following Plenary Speakers:  
 ExcellentGoodAverageBelow AveragePoorN/A
Glenn Schneider
Please rate the following Concurrent 7 Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Theresa Green
Rebekah Jackowski
Please rate the following Concurrent 8 Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Susan Salmond
Rita Sfiligoj
Christina Yongue
Please rate the following workshop Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Debra Williamson
John Scott
Kurt Menke
Please rate the following Concurrent 9 Speakers listed in order of appearance:  
 ExcellentGoodAverageBelow AveragePoorN/A
Mollie Mulvanity

Learning Objectives

By attending the Opening Plenary session I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Describe the leading public health issues specific to Savannah and the region.
Identify the community interventions that are used to address those issues.
Explain how students are engaged to address and learn about these issues and social determinants of health (SDOH).
Explore partnerships that exist (traditional or non-traditional) to engage students and address public health issues and SDOH.
By attending the Workshop I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Discuss use of specific teaching strategies training health professional students and providers on Building Care Giver Partnerships.
Describe the advantages of using specially trained community health coaches in chronic disease management in high risk populations.
Describe a successful service learning collaboration between a MPH program and state public health association to enhance students’ knowledge and interest in public health.
By attending the Scholarly Luncheon Table Sessions I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Illustrate the potential of a harm reduction approach to alcohol use among college students.
Review process survey results from both the student and faculty perspectives to identify means of improving community-team collaborations.
Identify at least two relevant Open Educational Resources (OER) to use in teaching health equity principles and practices.
Explain research findings regarding the constituents of both ENDS and hookah.
Prioritize items within the climate change policy statement that best reflect the mission of APTR.
Describe how APTR’s anti-racism toolkit can serve as a resource for faculty seeking to teach health professions students about race and racism.
Apply a Health in All Policies framework to advance health equity and promote intersectoral collaboration.
By attending Concurrent 1A I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Apply principles of community based participatory research to community assessments.
Incorporate concepts of health equity in community assessments.
Describe how community health worker (CHW) interventions impact the health outcomes and health resource utilization of children with asthma.
State one way in which they can include faculty development opportunities and curricular initiatives to increase awareness, knowledge, and application of the ACE study findings in their clinical, clinical education, and faculty development programs at their home institutions.
Describe how conducting a Community Health Needs Assessment is a skill and characteristic of a physician that practices with a population health perspective.
Identify and demonstrate effective use of county, state, and national online data sources (i.e., vital statistics, epidemiological, and demographical) that a physician needs to conduct a Community Health Needs Assessment.
By attending Concurrent 1B I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Describe how the debate on firearm regulation can be incorporated into an Injury Prevention course.
Describe how different perspectives (research, policy, historical-socio-cultural, and behavioral) on guns in America can be addressed in one course.
Describe three examples of integrating a health equity lens into health policy training.
Assess opportunities to collaborate with professional and community-based partners to train health leaders prepared to advance health equity.
Describe a peer assessment technique utilized in a semester-long research project to enhance student learning of research methods, epidemiology concepts, and technical writing.
Discuss the challenges and lessons learned with implementation and evaluation of the peer assessment technique.
By attending Concurrent 2A I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Review federal processes and limitations for designating rural areas, health provider shortage areas and medically underserved areas.
Discuss the benefits and potential impact of aligning interprofessional education with designated health care shortage areas in Illinois and Montana.
Describe the different components of the ROME program and apply the different components to their own medical curriculum.
Discuss opportunities and challenges implementing a rural program with medical students.
Compare medical and nurse practitioner student perceptions of a team-based learning approach to interprofessional education.
Describe perceptions of respective roles of medical and nurse practitioner students after a team-based learning interprofessional education experience.
By attending Concurrent 2B I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Discuss the concept of the Recreational Mood Altering Drugs as a unified group (beginning with tobacco and alcohol), rather than as the present politically determined bilateral construct of "licit" and "illicit," and would be able to present/teach the material using nominal group process.
Explain "the public health approach to the drug problem," for dealing with the negative outcomes of the use of all the RMADs, and would be able to present/teach the material using nominal group process.
Identify challenges and barriers to academic service learning experiences in public health specific to rural settings.
Discuss collaborative solutions to engage rural community partners in academic service learning placements for public health students.
Explore how to engage various student learners using apps.
Utilize tools to lessen time in class and still engage students in hybrid formats of learning.
By attending this Climate Change Plenary I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Describe our sources of information and what we know about the health impacts of climate change.
Describe three health effects of climate change and who is most vulnerable to each.
By attending Concurrent 3A I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Outline the requirements for designing a Population Health Master of Science curriculum.
Apply lessons learned from the development of the Rosalind Franklin University of Medicine and Science (RFUMS) online Population Health Master of Science program.
Develop crosswalks using their profession-specific essentials and the Clinical Prevention and Population Health Curriculum Framework and use them to design new courses and curriculum.
Recognize that enhancing course and curriculum content with the specific guidance of the Clinical Prevention and Population Health Curriculum Framework can be managed within the context of existing courses and programs and without additional coursework.
By attending Concurrent 3B I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Identify common errors in submission of research to peer review journals that decrease the chances for acceptance.
Recognize key elements required to comply with journal-specific author instructions for submission of their research for peer review.
By attending Concurrent 4A I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Design interactive strategies/teaching activities that engage students in understanding the social determinants of health and their importance in public health.
Explain the benefit of using hands-on, interactive approaches to foster enhanced learning and retention of information.
Describe a global health classroom simulation for experiencing public health resources allocations during climate change.
Discuss the strengths and challenges specific to a classroom simulation paired with team base and problem based learning.
Describe the issues relating to food assistance benefit adequacy, food insecurity, and access to a healthy diet and quality food.
Describe the role of the local food environment.
By attending Concurrent 4B I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Describe the value and utility of a precision public health approach to bringing the right intervention to the right population at the right time.
Demonstrate innovative health promoting apps, websites, and programs and their utility for precision public health and improving health equity.
By attending the plenary I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Discuss a Health in All Policies (HiAP) approach.
Evaluate the opportunities and challenges for advancing health and health equity through a HiAP approach.
By attending Concurrent 5A I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Describe key steps to introduce health professions students to community engagement.
Discuss the role of community partnerships in building a community-engagement curriculum.
Identify the requirements of designing a Community Health Assessment course for an interprofessional college.
Interpret the lessons learned from designing a Community Health Assessment course for a population health program.
Explain key strategies for planning, implementing and evaluating meaningful experiential learning opportunities in public health education.
Incorporate experiential learning activities in an existing academic public health course to enhance student learning of core course concepts and methodologies.
By attending Concurrent 5B I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Describe the Community Health Maps workflow which includes low-cost and open resources for community mapping and data visualization.
Create a data collection tool on a mobile device that can be used to collect community data.

By attending Concurrent 6A I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Describe poor nutrition environments and low access to healthy food choices as health inequities.
Apply the Nutrition Environment Measures Survey (NEMS) and spatial analysis tools for documentation and assessment of nutrition environments.
Comprehend the impact of using mobile dating applications for sexual hook-ups in college aged populations and its association with STI rates.
Understand the importance of creating prevention programs based around the safety and implications of utilizing mobile dating applications for college aged students.
Use a multi-faceted approach to measure healthy food accessibility in communities.
Analyze the relationship between neighborhood demographics (i.e., racial/ethnic composition) and healthy food access.
By attending Concurrent 6B I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Describe how community health worker (CHW) interventions impact the health outcomes and health resource utilization of children with asthma.
Determine whether a child with asthma meets criteria for a home assessment by a CHW.
In older adults 60 years of age and over- 1. Examine independent longitudinal effects of baseline depression, diabetes, hypertension and obesity on cognitive impairment (independent effects model).
Examine longitudinal effects of depression co-occurring with diabetes, hypertension and obesity on cognitive impairment (joint effects model).
Describe how Savannah Snacks promotes healthy eating habits by demonstrating the nutritional value of a variety of foods.
Recommend familial involvement and understanding in healthy eating choices.
Identify an act of discrimination against HIV+ employees and applicants.
Create a list of key facts about the rights of HIV+ employees that job applicants should know when applying for positions.
By attending this Plenary I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Describe how to frame a policy issue to maximize the likelihood of its enactment and implementation.
Create a SOCO (Single Overriding Communication Objective) for any given policy issue and can effectively communicate this message to the media.
By attending Concurrent 7 I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
List ways in which case studies can be used as the basis for problem based learning to teach population health competencies and community health.
Design an innovative learning experience for students to examine the societal and community components of clinical cases.
Explain the process to interprofessionally develop a longitudinal case-based approach to teaching public and population health.
Compare active learning methodologies to develop a case-based approach to public and population health that is scalable for various class-sizes and across institutions.
By attending Concurrent 8 I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Examine the upstream and downstream factors contributing to the prevalence and impact of trauma on communities and the need to adapt a trauma-informed approach.
Examine approaches to integrating trauma-informed care into health professionals’ curriculum.
Identify social determinants of health and the negative impact on health care compliance.
Discuss the process of developing a poverty simulation pedagogy.
Summarize the significance of this case study, which examines racism as a social determinant of health, in the field of allied healthcare professionals.
Explain the structure of support, administration, and management used to develop this case study, which involves community and academic collaboration.
By attending the workshop I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Describe the Community Health Maps workflow which includes low-cost and open resources for community mapping and data visualization.
Create a data collection tool on a mobile device that can be used to collect community data.
By attending Concurrent 9 I feel that I am better able to:  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
Discuss the implementation process for launching new accreditation criteria for MPH programs.
Describe curriculum, faculty, and data requirements associated with the 2016 revised public health accreditation criteria.

Overall Evaluation

Please Rate  
 Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
The session subject and degree of detail were appropriate for the audience.
The handouts and/or visual aids were clear, organized, and added substantial value to the program’s content.
The presentation was unbiased and provided a fair balance of information.
Overall, I gained new information and knowledge on the subject presented.
The facility/meeting room was a comfortable and conducive to learning.
Did you feel that any part of session was commercially biased?  
Did this session meet your expectations?  

Thank You for Your Time