1 Start 2 Complete

Please rate the quality of the Primers and Study Guides *

	Excellent	Above Average	Average	Fair	Poor	NA
Antibacterial Resistance Primer - Robin Patel, MD	Antibacterial Resistance Primer - Robin Patel, MD - Excellent	Antibacterial Resistance Primer - Robin Patel, MD - Above Average	Antibacterial Resistance Primer - Robin Patel, MD - Average	Antibacterial Resistance Primer - Robin Patel, MD - Fair	Antibacterial Resistance Primer - Robin Patel, MD - Poor	Antibacterial Resistance Primer - Robin Patel, MD - NA
Antiviral Resistance Primer - Drs. Whitley and Pavia	Antiviral Resistance Primer - Drs. Whitley and Pavia - Excellent	Antiviral Resistance Primer - Drs. Whitley and Pavia - Above Average	Antiviral Resistance Primer - Drs. Whitley and Pavia - Average	Antiviral Resistance Primer - Drs. Whitley and Pavia - Fair	Antiviral Resistance Primer - Drs. Whitley and Pavia - Poor	Antiviral Resistance Primer - Drs. Whitley and Pavia - NA
HIV Drug Resistance Primer - Roy Gulick, MD	HIV Drug Resistance Primer - Roy Gulick, MD - Excellent	HIV Drug Resistance Primer - Roy Gulick, MD - Above Average	HIV Drug Resistance Primer - Roy Gulick, MD - Average	HIV Drug Resistance Primer - Roy Gulick, MD - Fair	HIV Drug Resistance Primer - Roy Gulick, MD - Poor	HIV Drug Resistance Primer - Roy Gulick, MD - NA
Antifungal Resistance Primer - John Bennett, MD	Antifungal Resistance Primer - John Bennett, MD - Excellent	Antifungal Resistance Primer - John Bennett, MD - Above Average	Antifungal Resistance Primer - John Bennett, MD - Average	Antifungal Resistance Primer - John Bennett, MD - Fair	Antifungal Resistance Primer - John Bennett, MD - Poor	Antifungal Resistance Primer - John Bennett, MD - NA
Differential Diagnosis of Diseases - David Gilbert, MD	Differential Diagnosis of Diseases - David Gilbert, MD - Excellent	Differential Diagnosis of Diseases - David Gilbert, MD - Above Average	Differential Diagnosis of Diseases - David Gilbert, MD - Average	Differential Diagnosis of Diseases - David Gilbert, MD - Fair	Differential Diagnosis of Diseases - David Gilbert, MD - Poor	Differential Diagnosis of Diseases - David Gilbert, MD - NA
Microbiology Primer - Robin Patel, MD	Microbiology Primer - Robin Patel, MD - Excellent	Microbiology Primer - Robin Patel, MD - Above Average	Microbiology Primer - Robin Patel, MD - Average	Microbiology Primer - Robin Patel, MD - Fair	Microbiology Primer - Robin Patel, MD - Poor	Microbiology Primer - Robin Patel, MD - NA
Rickettsia Primer - Drs. Auwaerter, Bennett, and Scheld	Rickettsia Primer - Drs. Auwaerter, Bennett, and Scheld - Excellent	Rickettsia Primer - Drs. Auwaerter, Bennett, and Scheld - Above Average	Rickettsia Primer - Drs. Auwaerter, Bennett, and Scheld - Average	Rickettsia Primer - Drs. Auwaerter, Bennett, and Scheld - Fair	Rickettsia Primer - Drs. Auwaerter, Bennett, and Scheld - Poor	Rickettsia Primer - Drs. Auwaerter, Bennett, and Scheld - NA
Images You should Know - Henry Masur, MD	Images You should Know - Henry Masur, MD - Excellent	Images You should Know - Henry Masur, MD - Above Average	Images You should Know - Henry Masur, MD - Average	Images You should Know - Henry Masur, MD - Fair	Images You should Know - Henry Masur, MD - Poor	Images You should Know - Henry Masur, MD - NA

After completing the Primers and Study Guides, will you make any changes in preparing for the certification exam? *

Yes

No

I am not taking the certification exam.

After completing the Primers and Study Guides, I am better able to:

	Strongly Agree	Agree	Disagree	Strongly Disagree	NA
Make a diagnosis.	Make a diagnosis. - Strongly Agree	Make a diagnosis. - Agree	Make a diagnosis. - Disagree	Make a diagnosis. - Strongly Disagree	Make a diagnosis. - NA
Order and interpret test results.	Order and interpret test results. - Strongly Agree	Order and interpret test results. - Agree	Order and interpret test results. - Disagree	Order and interpret test results. - Strongly Disagree	Order and interpret test results. - NA
Recommend treatment or other patient care.	Recommend treatment or other patient care. - Strongly Agree	Recommend treatment or other patient care. - Agree	Recommend treatment or other patient care. - Disagree	Recommend treatment or other patient care. - Strongly Disagree	Recommend treatment or other patient care. - NA
Assess risk, determine prognosis, and apply principles from epidemiologic studies.	Assess risk, determine prognosis, and apply principles from epidemiologic studies. - Strongly Agree	Assess risk, determine prognosis, and apply principles from epidemiologic studies. - Agree	Assess risk, determine prognosis, and apply principles from epidemiologic studies. - Disagree	Assess risk, determine prognosis, and apply principles from epidemiologic studies. - Strongly Disagree	Assess risk, determine prognosis, and apply principles from epidemiologic studies. - NA
Understand the underlying pathophysiology of disease and basic science knowledge applicable to patient care.	Understand the underlying pathophysiology of disease and basic science knowledge applicable to patient care. - Strongly Agree	Understand the underlying pathophysiology of disease and basic science knowledge applicable to patient care. - Agree	Understand the underlying pathophysiology of disease and basic science knowledge applicable to patient care. - Disagree	Understand the underlying pathophysiology of disease and basic science knowledge applicable to patient care. - Strongly Disagree	Understand the underlying pathophysiology of disease and basic science knowledge applicable to patient care. - NA

CME activities are required to be evidence based and bias free. Do you feel the educational content was evidence based, balanced, and free from commercial bias? *

Yes

No

If you answered no, please explain: *

Please indicate your agreement with the following statements regarding the clinical content the Primers and Study Guides. *

	Strongly Agree	Agree	Disagree	Strongly Disagree	NA
All recommendations for patient care were based on current science, evidence, and clinical reasoning.	All recommendations for patient care were based on current science, evidence, and clinical reasoning. - Strongly Agree	All recommendations for patient care were based on current science, evidence, and clinical reasoning. - Agree	All recommendations for patient care were based on current science, evidence, and clinical reasoning. - Disagree	All recommendations for patient care were based on current science, evidence, and clinical reasoning. - Strongly Disagree	All recommendations for patient care were based on current science, evidence, and clinical reasoning. - NA
All recommendations for patient care gave a fair and balanced view of diagnostic and therapeutic options.	All recommendations for patient care gave a fair and balanced view of diagnostic and therapeutic options. - Strongly Agree	All recommendations for patient care gave a fair and balanced view of diagnostic and therapeutic options. - Agree	All recommendations for patient care gave a fair and balanced view of diagnostic and therapeutic options. - Disagree	All recommendations for patient care gave a fair and balanced view of diagnostic and therapeutic options. - Strongly Disagree	All recommendations for patient care gave a fair and balanced view of diagnostic and therapeutic options. - NA
All scientific research referred to, reported, or used in support or justification of a patient care recommendation conformed to the generally accepted standards of experimental design, data collection, analysis, and interpretation.	All scientific research referred to, reported, or used in support or justification of a patient care recommendation conformed to the generally accepted standards of experimental design, data collection, analysis, and interpretation. - Strongly Agree	All scientific research referred to, reported, or used in support or justification of a patient care recommendation conformed to the generally accepted standards of experimental design, data collection, analysis, and interpretation. - Agree	All scientific research referred to, reported, or used in support or justification of a patient care recommendation conformed to the generally accepted standards of experimental design, data collection, analysis, and interpretation. - Disagree	All scientific research referred to, reported, or used in support or justification of a patient care recommendation conformed to the generally accepted standards of experimental design, data collection, analysis, and interpretation. - Strongly Disagree	All scientific research referred to, reported, or used in support or justification of a patient care recommendation conformed to the generally accepted standards of experimental design, data collection, analysis, and interpretation. - NA
The educational content did not advocate for, or promote, practices that are not, or not yet adequately based on current science, evidence, and clinical reasoning.	The educational content did not advocate for, or promote, practices that are not, or not yet adequately based on current science, evidence, and clinical reasoning. - Strongly Agree	The educational content did not advocate for, or promote, practices that are not, or not yet adequately based on current science, evidence, and clinical reasoning. - Agree	The educational content did not advocate for, or promote, practices that are not, or not yet adequately based on current science, evidence, and clinical reasoning. - Disagree	The educational content did not advocate for, or promote, practices that are not, or not yet adequately based on current science, evidence, and clinical reasoning. - Strongly Disagree	The educational content did not advocate for, or promote, practices that are not, or not yet adequately based on current science, evidence, and clinical reasoning. - NA
The educational content did not advocate for unscientific approaches to diagnosis or therapy.	The educational content did not advocate for unscientific approaches to diagnosis or therapy. - Strongly Agree	The educational content did not advocate for unscientific approaches to diagnosis or therapy. - Agree	The educational content did not advocate for unscientific approaches to diagnosis or therapy. - Disagree	The educational content did not advocate for unscientific approaches to diagnosis or therapy. - Strongly Disagree	The educational content did not advocate for unscientific approaches to diagnosis or therapy. - NA
The educational content did not promote recommendations, treatment, or manners of practicing healthcare that were determined to have risks or dangers that outweigh the benefits or are known to be ineffective in the treatment of patients.	The educational content did not promote recommendations, treatment, or manners of practicing healthcare that were determined to have risks or dangers that outweigh the benefits or are known to be ineffective in the treatment of patients. - Strongly Agree	The educational content did not promote recommendations, treatment, or manners of practicing healthcare that were determined to have risks or dangers that outweigh the benefits or are known to be ineffective in the treatment of patients. - Agree	The educational content did not promote recommendations, treatment, or manners of practicing healthcare that were determined to have risks or dangers that outweigh the benefits or are known to be ineffective in the treatment of patients. - Disagree	The educational content did not promote recommendations, treatment, or manners of practicing healthcare that were determined to have risks or dangers that outweigh the benefits or are known to be ineffective in the treatment of patients. - Strongly Disagree	The educational content did not promote recommendations, treatment, or manners of practicing healthcare that were determined to have risks or dangers that outweigh the benefits or are known to be ineffective in the treatment of patients. - NA
The educational content was free of marketing or sales of products or services.	The educational content was free of marketing or sales of products or services. - Strongly Agree	The educational content was free of marketing or sales of products or services. - Agree	The educational content was free of marketing or sales of products or services. - Disagree	The educational content was free of marketing or sales of products or services. - Strongly Disagree	The educational content was free of marketing or sales of products or services. - NA
I was informed of the existence or non-existence of financial relationships of everyone in a position to control the educational content of this activity (e.g., directors, planning committee members, contributors, peer reviewers).	I was informed of the existence or non-existence of financial relationships of everyone in a position to control the educational content of this activity (e.g., directors, planning committee members, contributors, peer reviewers). - Strongly Agree	I was informed of the existence or non-existence of financial relationships of everyone in a position to control the educational content of this activity (e.g., directors, planning committee members, contributors, peer reviewers). - Agree	I was informed of the existence or non-existence of financial relationships of everyone in a position to control the educational content of this activity (e.g., directors, planning committee members, contributors, peer reviewers). - Disagree	I was informed of the existence or non-existence of financial relationships of everyone in a position to control the educational content of this activity (e.g., directors, planning committee members, contributors, peer reviewers). - Strongly Disagree	I was informed of the existence or non-existence of financial relationships of everyone in a position to control the educational content of this activity (e.g., directors, planning committee members, contributors, peer reviewers). - NA

What changes should be implemented to improve the Primers and Study Guides?

General Comments/Suggestions/Improvements:

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