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TCCC-CLS Train-The-Trainer Online
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Skill stations are one area of TCCC training where time can slip away. What time management strategy can trainers implement to avoid this from happening?
b. Trainers must provide time management expectations and frequent time checks for the students in their small groups throughout skills training
A(n) ______________ assessment of a learner's abilities can be gathered throughout the training process, and a trainer can use those observations and interactions to proactively help the learner progress throughout the training event.
b. Informal
What is the purpose of the CLS course critique?
a. After every course taught
What technique can trainers utilize if they are unable to provide individualized remediation within larger classes?
Involve secondary trainers
What is the ideal trainer-to-student ratio for the CLS assessment phase?
a. 1 trainer per 1 student
provide an opportunity to allow learners to demonstrate the ability to make decisions about when to perform (or not perform) certain procedures and validate their proficiency in multiple skills in a more complex setting.
b. Trauma lanes
Tactical Combat Casualty Care (TCCC) is a body of knowledge that includes the following:
b. Evidence-based treatments, technologies, and lifesaving techniques created by the U.S. military for the prehospital setting
A ________________ includes an overview for the trainer tha?????t includes learning objectives, training recommendations, material requirements, CLS training asset descriptions and a proposed course agenda to help the trainer during the course, and for sustainment training
d. Course plan
According to the definition of Tactical Combat Casualty Care, what is the primary focus of TCCC?
a. To treat casualties in a prehospital setting and save lives on the battlefield
What can trainers do to effectively manage time while running a skill station?
a. Provide frequent time hacks and coordinate the students' transitions
What is the role of the trainer during an effective debriefing session?
d. Facilitator
Which of the following training aids is best described as pictorial illustrations of the procedural steps for each skill with basic diagrams that serve as quick reference guides?
b. Skill cards
What is the ideal trainer-to-student ratio for CLS skills training?
d. 1 trainer per 6-8 students
How can trainers minimize negative stress for students during a CLS trauma lane exercise?
b. Remaining calm in your actions (nonverbal) and verbal communications at all times
How often should trainers complete the trainer course critique when teaching a CLS course?
a. After every course taught
Which of the following is a commonly made error by students when performing a needle decompression of the chest (NDC)?
d. Not identifying the correct site for needle insertion
What communication strategies can trainers use to reassure CLS students that are hesitant to intervene, or take action to help a casualty due to the stress of the combat environment or possibly fear of causing further harm to the casualty?
c. Remind students that the lifesaving impact of TCCC on the battlefield has largely been achieved by nonmedical personnel
Trainers can use the __________________ in order to sign off individual students as they demonstrate skills proficiency, but they can also be used as training aids during practice at the skill stations.
c. Skills assessment checklists
A ________________ includes an overview for the trainer that includes learning objectives, training recommendations, material requirements, CLS training asset descriptions and a proposed course agenda to help the trainer during the course, and for sustainment training.
d. Course plan
How does remediation differ from routine feedback?
d. Remediation is targeted at a learner that has failed to perform a skill to standard during a formal assessment
What is a possible alternative for overcoming technical challenges displaying presentations and videos that may be encountered if you are teaching in an environment such as on board a ship or in the field?
a. Printing out slides in notes pages format and distributing to the students
_________________ differs from routine feedback in that the learner has failed to perform a skill or skills to standard during a formal assessment and will need to undergo additional training or reviews prior to being reassessed.
d. Remediation
Which of the following strategies will help trainers that are TCCC instructors or have medical backgrounds to teach the standardized curriculum at an appropriate proficiency level to the novice CLS learner?
a. Explain any medical jargon, terminology, or abbreviations used within the course
Where should CLS course critiques be sent after the information is analyzed for training site improvement purposes?
b. Joint Trauma System
What teaching methods can trainers use to make CLS TCCC content relevant to the target audience?
b. Unit-specific scenarios
What is the intended outcome when trainers are asked to "stick to the script and approved teaching material?"
b. Trainers should teach the basic points and skills consistent with the current standards per the speaker notes, instructional videos, and skills cards that are provided
As part of the organizing and planning phase of CLS course delivery, trainers should START by doing the following:
a. Tailoring the agenda and course delivery plan to fit the unit and Service specific needs
What entity establishes the clinical practice [MA1] guidelines for the delivery of Tactical Combat Casualty Care on the battlefield? [MA1]TCCC
d. Committee on Tactical Combat Casualty Care (or CoTCCC)
In addition to analyzing the CLS student and trainer course critiques, what additional strategies can training teams implement to ensure that course improvements are made in a timely fashion?
d. Schedule periodic team evaluation sessions for the CLS course
What type of questions should trainers ask during effective debriefing sessions?
a. Open-ended questions
In Tactical Field Care, the Combat Lifesaver is expected to implement the full MARCH-PAWS treatment protocol while performing a
a. Tactical Trauma Assessmen
For purposes of the CLS course, _______________ refers to a session held at the end of training to discuss what happened, review the results and obtain useful feedback (vs information) from an individual or a group of learners and/or trainers to help inform and refine future training.
a. debriefing
What is the purpose of the didactic PowerPoint presentations within the TCCC courses?
d. To provide foundational information that sets the stage for TCCC training and the performance of skills within the correct context.
What should be the focus of effective feedback and constructive criticism while the student performs procedures?
d. The task/skill
