TCCC CLS TRAIN THE TRAINER
QUESTIONS WITH SOLUTIONS
Course fplan f- fans-A f________________ fincludes fan foverview ffor fthe ftrainer
fthat fincludes flearning fobjectives, ftraining frecommendations, fmaterial
frequirements, fCLS ftraining fasset fdescriptions fand fa fproposed fcourse fagenda
fto fhelp fthe ftrainer fduring fthe fcourse, fand ffor fsustainment ftraining.
Evidence-based ftreatments, ftechnologies, fand flifesaving ftechniques fcreated fby
fthe fU.S. fmilitary ffor fthe fprehospital fsetting f- fans-Tactical fCombat fCasualty
fCare f(TCCC) fis fa fbody fof fknowledge fthat fincludes fthe ffollowing:
Deployed fMedicine f(DM) fand fJoint fTrauma fSystem f(JTS) fwebsites f- fans-
Where fare fthe fmost frecent fchanges fand fupdates fto fthe fTCCC fGuidelines
fofficially fposted?
debriefing f- fans-For fpurposes fof fthe fCLS fcourse, f_______________ frefers fto
fa fsession fheld fat fthe fend fof ftraining fto fdiscuss fwhat fhappened, freview fthe
fresults fand fobtain fuseful ffeedback f(vs finformation) ffrom fan findividual for fa
fgroup fof flearners fand/or ftrainers fto fhelp finform fand frefine ffuture ftraining.
Open-ended fquestions f- fans-What ftype fof fquestions fshould ftrainers fask fduring
feffective fdebriefing fsessions?
Deployed fMedicine f(DM) fwebsite f- fans-Where fcan fyou ffind fthe freferences
fand fjournal farticles fused fby fthe fCoTCCC fand fthe fTCCC fWorking fGroups fto
fdevelop fand fupdate fthe fTCCCC fguidelines?
Tailoring fthe fagenda fand fcourse fdelivery fplan fto ffit fthe funit fand fService
fspecific fneeds f- fans-As fpart fof fthe forganizing fand fplanning fphase fof fCLS
fcourse fdelivery, ftrainers fshould fSTART fby fdoing fthe ffollowing:
The ftask/skill f- fans-What fshould fbe fthe ffocus fof feffective ffeedback fand
fconstructive fcriticism fwhile fthe fstudent fperforms fprocedures?
Unit-specific fscenarios f- fans-What fteaching fmethods fcan ftrainers fuse fto fmake
fCLS fTCCC fcontent frelevant fto fthe ftarget faudience?
Printing fout fslides fin fnotes fpages fformat fand fdistributing fto fthe fstudents f-
fans-What fis fa fpossible falternative ffor fovercoming ftechnical fchallenges
, fdisplaying fpresentations fand fvideos fthat fmay fbe fencountered fif fyou fare
fteaching fin fan fenvironment fsuch fas fon fboard fa fship for fin fthe ffield?
Provide ffrequent ftime fhacks fand fcoordinate fthe fstudents' ftransitions f- fans-
What fcan ftrainers fdo fto feffectively fmanage ftime fwhile frunning fa fskill fstation?
Informal f- fans-A(n) f______________ fassessment fof fa flearner's fabilities fcan fbe
fgathered fthroughout fthe ftraining fprocess, fand fa ftrainer fcan fuse fthose
fobservations fand finteractions fto fproactively fhelp fthe flearner fprogress
fthroughout fthe ftraining fevent.
Trauma flanes f- fans-__________________ fprovide fan fopportunity fto fallow
flearners fto fdemonstrate fthe fability fto fmake fdecisions fabout fwhen fto fperform
f(or fnot fperform) fcertain fprocedures fand fvalidate ftheir fproficiency fin fmultiple
fskills fin fa fmore fcomplex fsetting.
To fprovide ffoundational finformation fthat fsets fthe fstage ffor fTCCC ftraining fand
fthe fperformance fof fskills fwithin fthe fcorrect fcontext. f- fans-What fis fthe
fpurpose fof fthe fdidactic fPowerPoint fpresentations fwithin fthe fTCCC fcourses?
Emphasize fwhy fthis fmedical ftraining fis fso fimportant fand ffocus fon fthe
ffundamental fTCCC fknowledge fand fskills f- fans-How fcan fyou ftailor fyour
fteaching fstyle ffor fthe fCombat fLifesaver f(CLS) faudience?
Remediation f- fans-_________________ fdiffers ffrom froutine ffeedback fin fthat
fthe flearner fhas ffailed fto fperform fa fskill for fskills fto fstandard fduring fa fformal
fassessment fand fwill fneed fto fundergo fadditional ftraining for freviews fprior fto
fbeing freassessed.
Remind fstudents fthat fthe flifesaving fimpact fof fTCCC fon fthe fbattlefield fhas
flargely fbeen fachieved fby fnonmedical fpersonnel f- fans-What fcommunication
fstrategies fcan ftrainers fuse fto freassure fCLS fstudents fthat fare fhesitant fto
fintervene, for ftake faction fto fhelp fa fcasualty fdue fto fthe fstress fof fthe fcombat
fenvironment for fpossibly ffear fof fcausing ffurther fharm fto fthe fcasualty?
The fguidelines fdeveloped fby fthe fDoD's fCommittee fon fTactical fCombat
fCasualty fCare f- fans-The fstandardized fTCCC fcurriculum fis fbased fon:
Skill fcards f- fans-Which fof fthe ffollowing ftraining faids fis fbest fdescribed fas
fpictorial fillustrations fof fthe fprocedural fsteps ffor feach fskill fwith fbasic fdiagrams
fthat fserve fas fquick freference fguides?
Explain fany fmedical fjargon, fterminology, for fabbreviations fused fwithin fthe
fcourse f- fans-Which fof fthe ffollowing fstrategies fwill fhelp ftrainers fthat fare
fTCCC finstructors for fhave fmedical fbackgrounds fto fteach fthe fstandardized
fcurriculum fat fan fappropriate fproficiency flevel fto fthe fnovice fCLS flearner?
QUESTIONS WITH SOLUTIONS
Course fplan f- fans-A f________________ fincludes fan foverview ffor fthe ftrainer
fthat fincludes flearning fobjectives, ftraining frecommendations, fmaterial
frequirements, fCLS ftraining fasset fdescriptions fand fa fproposed fcourse fagenda
fto fhelp fthe ftrainer fduring fthe fcourse, fand ffor fsustainment ftraining.
Evidence-based ftreatments, ftechnologies, fand flifesaving ftechniques fcreated fby
fthe fU.S. fmilitary ffor fthe fprehospital fsetting f- fans-Tactical fCombat fCasualty
fCare f(TCCC) fis fa fbody fof fknowledge fthat fincludes fthe ffollowing:
Deployed fMedicine f(DM) fand fJoint fTrauma fSystem f(JTS) fwebsites f- fans-
Where fare fthe fmost frecent fchanges fand fupdates fto fthe fTCCC fGuidelines
fofficially fposted?
debriefing f- fans-For fpurposes fof fthe fCLS fcourse, f_______________ frefers fto
fa fsession fheld fat fthe fend fof ftraining fto fdiscuss fwhat fhappened, freview fthe
fresults fand fobtain fuseful ffeedback f(vs finformation) ffrom fan findividual for fa
fgroup fof flearners fand/or ftrainers fto fhelp finform fand frefine ffuture ftraining.
Open-ended fquestions f- fans-What ftype fof fquestions fshould ftrainers fask fduring
feffective fdebriefing fsessions?
Deployed fMedicine f(DM) fwebsite f- fans-Where fcan fyou ffind fthe freferences
fand fjournal farticles fused fby fthe fCoTCCC fand fthe fTCCC fWorking fGroups fto
fdevelop fand fupdate fthe fTCCCC fguidelines?
Tailoring fthe fagenda fand fcourse fdelivery fplan fto ffit fthe funit fand fService
fspecific fneeds f- fans-As fpart fof fthe forganizing fand fplanning fphase fof fCLS
fcourse fdelivery, ftrainers fshould fSTART fby fdoing fthe ffollowing:
The ftask/skill f- fans-What fshould fbe fthe ffocus fof feffective ffeedback fand
fconstructive fcriticism fwhile fthe fstudent fperforms fprocedures?
Unit-specific fscenarios f- fans-What fteaching fmethods fcan ftrainers fuse fto fmake
fCLS fTCCC fcontent frelevant fto fthe ftarget faudience?
Printing fout fslides fin fnotes fpages fformat fand fdistributing fto fthe fstudents f-
fans-What fis fa fpossible falternative ffor fovercoming ftechnical fchallenges
, fdisplaying fpresentations fand fvideos fthat fmay fbe fencountered fif fyou fare
fteaching fin fan fenvironment fsuch fas fon fboard fa fship for fin fthe ffield?
Provide ffrequent ftime fhacks fand fcoordinate fthe fstudents' ftransitions f- fans-
What fcan ftrainers fdo fto feffectively fmanage ftime fwhile frunning fa fskill fstation?
Informal f- fans-A(n) f______________ fassessment fof fa flearner's fabilities fcan fbe
fgathered fthroughout fthe ftraining fprocess, fand fa ftrainer fcan fuse fthose
fobservations fand finteractions fto fproactively fhelp fthe flearner fprogress
fthroughout fthe ftraining fevent.
Trauma flanes f- fans-__________________ fprovide fan fopportunity fto fallow
flearners fto fdemonstrate fthe fability fto fmake fdecisions fabout fwhen fto fperform
f(or fnot fperform) fcertain fprocedures fand fvalidate ftheir fproficiency fin fmultiple
fskills fin fa fmore fcomplex fsetting.
To fprovide ffoundational finformation fthat fsets fthe fstage ffor fTCCC ftraining fand
fthe fperformance fof fskills fwithin fthe fcorrect fcontext. f- fans-What fis fthe
fpurpose fof fthe fdidactic fPowerPoint fpresentations fwithin fthe fTCCC fcourses?
Emphasize fwhy fthis fmedical ftraining fis fso fimportant fand ffocus fon fthe
ffundamental fTCCC fknowledge fand fskills f- fans-How fcan fyou ftailor fyour
fteaching fstyle ffor fthe fCombat fLifesaver f(CLS) faudience?
Remediation f- fans-_________________ fdiffers ffrom froutine ffeedback fin fthat
fthe flearner fhas ffailed fto fperform fa fskill for fskills fto fstandard fduring fa fformal
fassessment fand fwill fneed fto fundergo fadditional ftraining for freviews fprior fto
fbeing freassessed.
Remind fstudents fthat fthe flifesaving fimpact fof fTCCC fon fthe fbattlefield fhas
flargely fbeen fachieved fby fnonmedical fpersonnel f- fans-What fcommunication
fstrategies fcan ftrainers fuse fto freassure fCLS fstudents fthat fare fhesitant fto
fintervene, for ftake faction fto fhelp fa fcasualty fdue fto fthe fstress fof fthe fcombat
fenvironment for fpossibly ffear fof fcausing ffurther fharm fto fthe fcasualty?
The fguidelines fdeveloped fby fthe fDoD's fCommittee fon fTactical fCombat
fCasualty fCare f- fans-The fstandardized fTCCC fcurriculum fis fbased fon:
Skill fcards f- fans-Which fof fthe ffollowing ftraining faids fis fbest fdescribed fas
fpictorial fillustrations fof fthe fprocedural fsteps ffor feach fskill fwith fbasic fdiagrams
fthat fserve fas fquick freference fguides?
Explain fany fmedical fjargon, fterminology, for fabbreviations fused fwithin fthe
fcourse f- fans-Which fof fthe ffollowing fstrategies fwill fhelp ftrainers fthat fare
fTCCC finstructors for fhave fmedical fbackgrounds fto fteach fthe fstandardized
fcurriculum fat fan fappropriate fproficiency flevel fto fthe fnovice fCLS flearner?
