2
TCCC-CLS Train-the-Trainer Online Course Exam with || || || || || ||
precise detailed answers || ||
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
|| || || || || || || || || || ||
, 2
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
|| || || || || || ||
As a trainer, how can you ensure that standardized training is implemented? - ✔✔c. Delivering
|| || || || || || || || || || || || || || ||
the content as provided by the Joint Trauma System (JTS)
|| || || || || || || || ||
Trainers should teach Combat Lifesavers to monitor casualties by doing the follow: - ✔✔d.
|| || || || || || || || || || || || || ||
Measuring pulse, respirations, and level of responsiveness || || || || || ||
Why is it important for students perform multiple correct repetitions while practicing a skill? -
|| || || || || || || || || || || || || || ||
✔✔a. To build muscle memory and ensure proficiency
|| || || || || || ||
Which of the following courses prepares nonmedical military personnel to render medical aid to a
|| || || || || || || || || || || || || || ||
trauma casualty on the battlefield as an intermediate step between basic lifesaving skills and the
|| || || || || || || || || || || || || || ||
advanced life support skills taught to Combat Medics and Corpsmen? - ✔✔c. TCCC Combat
|| || || || || || || || || || || || || ||
Lifesaver (CLS) ||
What type(s) of scenario(s) can lead to inefficiencies in training and assessments during a trauma
|| || || || || || || || || || || || || || ||
lane? Select the answer that is MOST appropriate - ✔✔a. Both overly complex and overly
|| || || || || || || || || || || || || || ||
simplified scenarios ||
The standardized TCCC curriculum is based on: - ✔✔c. The guidelines developed by the DoD's
|| || || || || || || || || || || || || || ||
Committee on Tactical Combat Casualty Care || || || || ||
What is the role of the trainer during an effective debriefing session? - ✔✔d. Facilitator
|| || || || || || || || || || || || || ||
TCCC-CLS Train-the-Trainer Online Course Exam with || || || || || ||
precise detailed answers || ||
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
|| || || || || || || || || || ||
, 2
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
|| || || || || || ||
As a trainer, how can you ensure that standardized training is implemented? - ✔✔c. Delivering
|| || || || || || || || || || || || || || ||
the content as provided by the Joint Trauma System (JTS)
|| || || || || || || || ||
Trainers should teach Combat Lifesavers to monitor casualties by doing the follow: - ✔✔d.
|| || || || || || || || || || || || || ||
Measuring pulse, respirations, and level of responsiveness || || || || || ||
Why is it important for students perform multiple correct repetitions while practicing a skill? -
|| || || || || || || || || || || || || || ||
✔✔a. To build muscle memory and ensure proficiency
|| || || || || || ||
Which of the following courses prepares nonmedical military personnel to render medical aid to a
|| || || || || || || || || || || || || || ||
trauma casualty on the battlefield as an intermediate step between basic lifesaving skills and the
|| || || || || || || || || || || || || || ||
advanced life support skills taught to Combat Medics and Corpsmen? - ✔✔c. TCCC Combat
|| || || || || || || || || || || || || ||
Lifesaver (CLS) ||
What type(s) of scenario(s) can lead to inefficiencies in training and assessments during a trauma
|| || || || || || || || || || || || || || ||
lane? Select the answer that is MOST appropriate - ✔✔a. Both overly complex and overly
|| || || || || || || || || || || || || || ||
simplified scenarios ||
The standardized TCCC curriculum is based on: - ✔✔c. The guidelines developed by the DoD's
|| || || || || || || || || || || || || || ||
Committee on Tactical Combat Casualty Care || || || || ||
What is the role of the trainer during an effective debriefing session? - ✔✔d. Facilitator
|| || || || || || || || || || || || || ||
