25147_DBT Workshop Overall Evaluation

Activity Name: DBT Workshop

Time: October 6th – October 10th, 2025

Department Name: Pediatrics

We appreciate your time and effort in participating in this CME Course Evaluation Process. This evaluation is a pipeline to bring your voice to the leadership, instructors, and CME team. We value your voice and try our best to improve the quality of future activities.

1 *

In what aspect(s) do you feel satisfied with this course? (Check all that apply)

The sessions met my learning needs

The content was relevant to my current practices

The conversation was interprofessional

The conversation was constructive

None

Please check here and explain your choice:____________

1 Please check here and explain your choice:____________

2 *

This course enhanced my professional competence or ability in the following ways: (Check all that apply)

The ability to provide compassionate, appropriate, and effective Patient Care.

Medical Knowledge

Interpersonal and Communication Skills with patients, their families, and health professionals.

Commitment to carrying out Professional responsibilities and an adherence to ethical principles.

The ability to investigate and evaluate patient care, to appraise and assimilate scientific evidence, and to improve patient care based on self-evaluation and life-long learning.

The awareness of and the ability to call effectively on other resources in the larger context and system of health care.

None of above

Please check here and explain your choice:____________

2 Please check here and explain your choice:____________

3 *

My practice was changed and improved in the following way(s) as a result of the content presented in this course? (Check all that apply)

Diagnostic approach

Therapeutic approach

Disease prevention or health education

System process improvement

No Change

Please check here and explain your choice:____________

3 Please check here and explain your choice:____________

Did you use this information for specific patient(s)?

Yes

If Yes, please check all that apply.

As a result of this information I managed this patient differently

I had several options for this patient, and I used this information to justify a choice.

I thought I knew what to do, and I used this information to be more certain about the management of this patient.

I used this information to better understand a particular issue related to this patient.

I used this information to recommend this patient, or other health professionals to make a change for this patient

Other...

5 Other...

If No, please check all that apply.

This information does not apply to my patients

This infromation is too old

This information is too new

This strategy is too expensive

Patient access barriers

System based barrier (time, staff,ect)

Other...

5 Other...

This patient(s) got the following health benefits as a result of applying this information (Check all that apply)

This information helped to improve this patient's health status, functioning or resilience (i.e., ability to adapt to significant life stressors)

This information helped to prevent a disease or worsening of disease for this patient

This information helped to avoid unnecessary or inappropriate treatment, diagnostic procedures, preventative interventions or a referral, for this patient

Other...

6 Other...

What patient/health care problem recently challenged you, and you wish you knew more about?

This information was free of commercial bias. If no, please explain.

Yes

No, Why

8 No, Why

Comments and Feedback on the learning experience, content, procedure, and instructors, etc.

Did this course meet each of the following learning objectives?

	Yes	No
Describe the theoretical foundations of DBT, including its roots in cognitive behavioral therapy, mindfulness, biosocial theory and dialectical philosophy.	Describe the theoretical foundations of DBT, including its roots in cognitive behavioral therapy, mindfulness, biosocial theory and dialectical philosophy. - Yes	Describe the theoretical foundations of DBT, including its roots in cognitive behavioral therapy, mindfulness, biosocial theory and dialectical philosophy. - No
Identify the four DBT skills modules (Mindfulness, Distress Tolerance, Emotion Regulation, Interpersonal Effectiveness) and their application to clinical practice.	Identify the four DBT skills modules (Mindfulness, Distress Tolerance, Emotion Regulation, Interpersonal Effectiveness) and their application to clinical practice. - Yes	Identify the four DBT skills modules (Mindfulness, Distress Tolerance, Emotion Regulation, Interpersonal Effectiveness) and their application to clinical practice. - No
Understand how to apply DBT skills in ways that are engaging, relatable and developmentally appropriate as a transdiagnostic intervention for youth and caregivers.	Understand how to apply DBT skills in ways that are engaging, relatable and developmentally appropriate as a transdiagnostic intervention for youth and caregivers. - Yes	Understand how to apply DBT skills in ways that are engaging, relatable and developmentally appropriate as a transdiagnostic intervention for youth and caregivers. - No
Differentiate between standard DBT, skills training groups, and DBT-informed approaches, including appropriate use with child and adolescent populations and their families.	Differentiate between standard DBT, skills training groups, and DBT-informed approaches, including appropriate use with child and adolescent populations and their families. - Yes	Differentiate between standard DBT, skills training groups, and DBT-informed approaches, including appropriate use with child and adolescent populations and their families. - No

As a result of my participation in this activity, I am better able to... 4 - Strongly Agree 3- Agree 2 - Somewhat Disagree 1- Strongly disagree

	1	2	3	4
Describe the theoretical foundations of DBT, including its roots in cognitive behavioral therapy, mindfulness, biosocial theory and dialectical philosophy.	Describe the theoretical foundations of DBT, including its roots in cognitive behavioral therapy, mindfulness, biosocial theory and dialectical philosophy. - 1	Describe the theoretical foundations of DBT, including its roots in cognitive behavioral therapy, mindfulness, biosocial theory and dialectical philosophy. - 2	Describe the theoretical foundations of DBT, including its roots in cognitive behavioral therapy, mindfulness, biosocial theory and dialectical philosophy. - 3	Describe the theoretical foundations of DBT, including its roots in cognitive behavioral therapy, mindfulness, biosocial theory and dialectical philosophy. - 4
Identify the four DBT skills modules (Mindfulness, Distress Tolerance, Emotion Regulation, Interpersonal Effectiveness) and their application to clinical practice.	Identify the four DBT skills modules (Mindfulness, Distress Tolerance, Emotion Regulation, Interpersonal Effectiveness) and their application to clinical practice. - 1	Identify the four DBT skills modules (Mindfulness, Distress Tolerance, Emotion Regulation, Interpersonal Effectiveness) and their application to clinical practice. - 2	Identify the four DBT skills modules (Mindfulness, Distress Tolerance, Emotion Regulation, Interpersonal Effectiveness) and their application to clinical practice. - 3	Identify the four DBT skills modules (Mindfulness, Distress Tolerance, Emotion Regulation, Interpersonal Effectiveness) and their application to clinical practice. - 4
Understand how to apply DBT skills in ways that are engaging, relatable and developmentally appropriate as a transdiagnostic intervention for youth and caregivers.	Understand how to apply DBT skills in ways that are engaging, relatable and developmentally appropriate as a transdiagnostic intervention for youth and caregivers. - 1	Understand how to apply DBT skills in ways that are engaging, relatable and developmentally appropriate as a transdiagnostic intervention for youth and caregivers. - 2	Understand how to apply DBT skills in ways that are engaging, relatable and developmentally appropriate as a transdiagnostic intervention for youth and caregivers. - 3	Understand how to apply DBT skills in ways that are engaging, relatable and developmentally appropriate as a transdiagnostic intervention for youth and caregivers. - 4
Differentiate between standard DBT, skills training groups, and DBT-informed approaches, including appropriate use with child and adolescent populations and their families.	Differentiate between standard DBT, skills training groups, and DBT-informed approaches, including appropriate use with child and adolescent populations and their families. - 1	Differentiate between standard DBT, skills training groups, and DBT-informed approaches, including appropriate use with child and adolescent populations and their families. - 2	Differentiate between standard DBT, skills training groups, and DBT-informed approaches, including appropriate use with child and adolescent populations and their families. - 3	Differentiate between standard DBT, skills training groups, and DBT-informed approaches, including appropriate use with child and adolescent populations and their families. - 4

The following speaker(s) demonstrated experiential knowledge of the topic 4 - Strongly Agree 3- Agree 2 - Somewhat Disagree 1- Strongly Disagree

	1	2	3	4	Did not Attend
Jessica Brumm-Larson, PhD	Jessica Brumm-Larson, PhD - 1	Jessica Brumm-Larson, PhD - 2	Jessica Brumm-Larson, PhD - 3	Jessica Brumm-Larson, PhD - 4	Jessica Brumm-Larson, PhD - Did not Attend

The speaker's level of expertise regarding the content presented was...

I am concerned that there was:

14 Other...

The facilities for the workshop were adequate.

Strongly Agree

Agree

Disagree

Strongly Disagree

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