E C C American Heart Association Advanced Cardiovascular Life Support Instructor Course Updated Written Exams Contents: Exam Memo Student Answer Sheet Version A Exam Version A Answer Key Version B Exam Version B Answer Key June 2016
2016 Advanced Cardiovascular Life Support Instructor Course Updated Written Exams Introduction The 2016 interim ACLS Instructor Course includes a written exam. The written exam measures the mastery of cognitive skills. This updated exam packet is to be used until a new Instructor Course is produced and must be used with the 2016 interim course materials, ie, Instructor Candidate Workbook, Faculty Guide, course video, and Provider Manual. Administering the written exam This written exam must be completed independently by each student and is an open-resource exam. Open-resource means that students may use resources for reference while completing the exam. To receive a course completion card, students must score at least 84% on the written exam. Remediation All students deserve remediation on topics in which they are not confident and topics they have not mastered. For guidance on remediation, refer to the Instructor Manual. Copying and distribution Written exams are secured items. ACLS Training Centers may distribute ACLS Instructor exams only to ACLS Training Center Faculty and ACLS Regional Faculty members who are aligned with the Training Center. Written exams may be copied as needed for conducting courses. Training Centers may distribute exams in the original and complete PDF format via email. Exams may not be posted on Internet or Intranet sites accessible by persons not authorized to receive the exams. June 2016
ANSWER SHEET ACLS Instructor Course Written Exam Name Date Version Question Answer 1. A B C D 2. A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D 21. A B C D 22. A B C D 23. A B C D 24. A B C D 25. A B C D
E C C American Heart Association Advanced Cardiovascular Life Support Instructor Course Updated Written Exam Version A June 2016
ACLS Instructor Course Written Exam Version A (25 questions) Please do not mark on this exam. Record the best answer on the separate answer sheet. 1. When preparing a room the day before an upcoming class, what is one step you should take? A. Make sure there is 1 manikin for every student and 1 manual for every student. B. Send out Provider Manuals and precourse assignments to each student. C. Decide whether to offer infant BLS skills testing and set up the testing station if needed. D. Check that there are enough manikins, equipment, and supplies for each student. 2. To create a good environment for adult learners, what is one action you can take? A. Refrain from checking your phone and email until a video is playing. B. Lecture and tell stories from your clinical experience to engage students. C. Make students feel safe from intimidation and ridicule. D. Set up scenarios that reflect ideal rather than real-life situations. 3. During Megacode testing, the recorder announces that compressions have been given for 2 minutes, and the team leader says it s time to switch compressors. What feedback should you provide to the team leader about the switch after the skills test? A. None. Switching compressors about every 2 minutes is part of ensuring high-quality CPR. B. Do not mark Ensures high-quality CPR on the testing checklist. Tell the team leader compressors should switch every minute. C. Do not mark Ensures high-quality CPR on the testing checklist. Tell the team leader compressors should switch every 90 seconds. D. Do not mark Ensures high-quality CPR on the testing checklist. Tell the team leader compressors should switch every 3 minutes. 4. Which is an example of closed-loop communication? A. A team leader asks only questions that can be answered with a direct yes or no, and team members answer with yes or no. B. A team leader gives an assignment, and the team member confirms the assignment by repeating it back to the leader. C. An instructor leads the debriefing by asking what the team leader thought of the core case scenario the team just completed. D. An instructor stops the team compressor in the middle of compressions to provide feedback on hands-on skills. ACLS Instructor Course Written Exam Version A, June 2016 2
5. What are the 2 core purposes of Lesson Plans? A. To guide learners and summarize learning points B. To introduce concepts and emphasize key points C. To focus instructors and evaluate course effectiveness D. To aid instructors and ensure consistency 6. To teach an AHA course, you have to teach the AHA material by following the AHA course agendas carefully. However, you may adapt the agendas in a few ways. Which of the following is a way you can adapt the ACLS agenda? A. You may choose to reorder lessons 6 through 13. B. You may choose to teach adult BLS before finishing the rest of the course. C. You may choose to teach pediatric IO access at the end of the course. D. You may choose whether to teach infant BLS. 7. Which of the following is a good principle of adult learning? A. Calling attention to students who fail so that everyone can learn from the failure B. Lecturing students on key teaching points in each core case scenario C. Telling a lot of jokes to set students at ease and encouraging students to laugh D. Debriefing in a way that allows students to identify areas for improvement 8. Instructors can mentor students and help them become more proficient ACLS providers. Which of the following situations provides the best opportunity for an instructor to mentor a student? A. When the student is taking the exam B. When the student is taking a skills test C. When the student is making an error in compression depth D. When the student is on the phone during a break 9. Which of the following accurately describes the summarize phase of debriefing? A. It is an opportunity to review the lessons learned in the scenario. B. It is an optional part of the debriefing process and can be eliminated. C. It is an opportunity for you to lecture on the key points of the core case. D. It is an opportunity to ask students questions to ensure they know the core ACLS material. ACLS Instructor Course Written Exam Version A, June 2016 3
10. What is debriefing? A. It is an efficient and organized process designed to help students think about why they performed their actions. B. It is geared toward correcting student actions. C. It focuses on accurate skills performance. D. It is an opportunity for the instructor to lecture on the key teaching points of the scenario and ensure that team members understand the appropriate interventions. 11. What is the difference between feedback and debriefing? A. Debriefing uses closed-ended questions, and feedback uses open-ended questions. B. Debriefing is used during skills testing, and feedback is used in learning stations. C. Debriefing focuses on thought process, and feedback focuses on skills. D. Debriefing is used by experienced instructors, and feedback is used by novice instructors. 12. During the student practice portion of the Airway Management learning station, you notice that the student is squeezing the bag faster than is recommended. What feedback should you provide to the student? A. No feedback is needed, because the more air a patient receives, the better his outcome is likely to be. B. Tell the student, You re getting excellent chest rise, but you need to slow the ventilations down. C. Tell the student, Excessive ventilation can kill people. You should know that by now. D. Ask the student about why he is choosing to ventilate at a faster rate. 13. When is the best time to provide feedback? A. While the student is practicing hands-on skills B. After the student completes hands-on skills practice C. While the student is taking the skills test D. While the student is taking the exam 14. You are conducting a case learning station on PEA. The team leader is the program director for the paramedic program at the local college. During the debriefing, the team leader insists that the patient should have received atropine because the patient s heart rate was 30 and there was no pulse. The team leader says, I have always used atropine for PEA if the rate is slow and have always had positive results. What is your best response to the team leader? A. Admit you were mistakenly thinking of previous AHA Guidelines and that atropine is indicated for PEA with a slow heart rate. B. Tell the students they should always try any medication they ve had success with in the past. C. Turn to the team and ask each member to say whether the leader is correct, and decide by consensus. D. Explain that according to the AHA Guidelines, atropine is no longer recommended for PEA in the Cardiac Arrest Algorithm. ACLS Instructor Course Written Exam Version A, June 2016 4
15. Just before the Acute Coronary Syndromes learning station begins, another instructor tells you that she has noticed a particular student having difficulty in the course and asks you to watch the student and provide suggestions for how to improve the student s chances of success. What should you do? A. Tell the instructor not to be so lazy and to observe the student herself. B. Observe the student and determine if the difficulties stem from a lack of psychomotor skills or a lack of knowledge. C. Let the student fail, because anyone not able to perform ACLS well should not get a card. D. Begin debriefing the student over the last 3 core case scenarios to make sure the student understands the material. 16. During the learning stations, you notice a student who is struggling with his role as team leader. You discuss this with another of the course instructors, and that instructor tells you that she has also noticed the student struggling. What is the best approach to take with this student? A. Talk with the course director and let him know the student will fail the course. B. Ask the unprepared student to leave the course and come back when he is more prepared. C. Talk with the student about your concerns and see if there is anything you can do to help the student be successful. D. Ask some of the other students if they think the student can pass the class. 17. When is debriefing normally used, according to the ACLS course design? A. In all learning stations with case scenarios B. In all testing stations C. In all learning and testing stations D. In all learning stations 18. You are evaluating a student as team leader during the Megacode test. The team leader never assigns team member roles, but all team members work together effectively. The team leader successfully completes all other items on the checklist. You discuss not assigning team roles after the conclusion of the testing case. What should you indicate on the testing checklist? A. Pass, because all team members worked together B. Pass, if more than 90% of steps were successfully completed C. Needs Remediation, because not all items were completed D. Needs Remediation, with verbal remediation provided ACLS Instructor Course Written Exam Version A, June 2016 5
19. One of the students in the class is the head of anesthesia at her hospital. During the Cardiac Arrest learning station, she continually interrupts you or other students, telling everyone the way she performs different skills. Her comments are often in direct contrast to the AHA materials. What is the best approach to take in dealing with this student? A. Allow her to provide information to other students because she is an expert in the field of airway management. B. Thank her for her input and say that because this is an AHA course, the course needs to follow the AHA material. C. Ask her to leave the course because she is being disruptive and preventing other students from learning. D. Leave the station and get the course director to deal with the issue in an appropriately deferential way. 20. What are the correct depth and rate for adult compressions? A. At least 1 inch (2.5 cm) and at least 90 to 100 compressions per minute B. At least 1 inch (2.5 cm) and at least 80 to 90 compressions per minute C. At least 2 inches (5 cm) and at least 90 to 110 compressions per minute D. At least 2 inches (5 cm) and 100 to 120 compressions per minute 21. During a debriefing, you ask the team leader to tell you about the situation the team just completed. The team leader responds to you by asking, Did we do everything we needed to do? What would be an appropriate response to the team leader? A. Let's talk through the scenario. Can you describe the events to me from your perspective? B. There were a number of things that could have been improved. Can anyone tell us what was done incorrectly? C. Yes, the team did everything correctly. If no one has any feedback, we can continue with the next scenario. D. There is no right or wrong; we are just trying to learn from this experience. 22. Which of the following is an element of effective team dynamics? A. Dominating team leader B. Stretching your limitations C. Comfortable atmosphere D. Constructive intervention ACLS Instructor Course Written Exam Version A, June 2016 6
23. A student whose first language is not English scored 82% on the exam. The student demonstrated understanding of the ACLS concepts in the learning stations and skills testing stations. How should you address the exam score? A. No action is needed, because 81% is a passing score on the exam. B. Provide verbal remediation by discussing each of the incorrect answers with the student. C. Allow the student to retake the exam as many times as needed, because English is not the student s first language. D. Have the student go home and study and come back the next day to retake the exam. 24. After a course is completed, course paperwork must be submitted to the Training Center. While policies about paperwork may vary from one Training Center to another, the Program Administration Manual requires that you always submit certain paperwork. What does the PAM require you to submit? A. All exam answer sheets B. A completed course roster C. Only negative course evaluations D. All course paperwork 25. When should you issue an ACLS course completion card? A. Every time a student takes the ACLS course B. If the student regularly performs ACLS skills in his scope of practice C. If an elearning student has presented the online certificate D. When a student successfully completes the course requirements ACLS Instructor Course Written Exam Version A, June 2016 7
ANSWER KEY ACLS Instructor Course Written Exam A Question Answer 1. A B C 2. A B D 3. B C D 4. A C D 5. A B C 6. B C D 7. A B C 8. A B D 9. B C D 10. B C D 11. A B D 12. A C D 13. B C D 14. A B C 15. A C D 16. A B D 17. B C D 18. A B C 19. A C D 20. A B C 21. B C D 22. A B C 23. A C D 24. A B C 25. A B C ACLS Instructor Course Written Exam Version A, June 2016
E C C American Heart Association Advanced Cardiovascular Life Support Instructor Course Updated Written Exam Version B June 2016
ACLS Instructor Course Written Exam Version B (25 questions) Please do not mark on this exam. Record the best answer on the separate answer sheet. 1. During the Adult High-Quality BLS Skills Test, a student is performing adult CPR with a 30:2 compression-to-ventilation ratio at a rate of 100 to 120 compressions per minute. What feedback would you provide to the student after the skills test? A. The compression rate and ratio were correct. Continue to assess the student to ensure that he or she is performing all that is required for adult high-quality BLS. B. The compression rate for adult CPR was too fast, and the student needs to complete another skills test. C. The compression-to-ventilation ratio was incorrect for adult CPR, and the student needs to complete another skills test. D. All skills were not performed correctly, but no remediation is required because the student has a current BLS card. 2. What are the 2 core purposes of Lesson Plans? A. To guide learners and summarize learning points B. To introduce concepts and emphasize key points C. To focus instructors and evaluate course effectiveness D. To aid instructors and ensure consistency 3. To keep students actively and fully engaged in the classroom, what should you avoid? A. Lecturing B. Using video C. Debriefing D. Feedback 4. During Megacode practice, the compressor is not compressing fast enough. When is the best time to provide feedback to the compressor? A. Immediately, while he is practicing hands-on skills B. At the end of the Megacode skills practice session C. At the end of the course D. Just before the student takes the Megacode test ACLS Instructor Course Written Exam Version B, June 2016 2
5. You are conducting a case learning station on PEA. The team leader is the program director for the paramedic program at the local college. During the debriefing, the team leader insists that the patient should have received atropine because the patient s heart rate was 30 and there was no pulse. The team leader says, I have always used atropine for PEA if the rate is slow and have always had positive results. What is your best response to the team leader? A. Admit you were mistakenly thinking of previous AHA Guidelines and that atropine is indicated for PEA with a slow heart rate. B. Tell the students they should always try any medication they ve had success with in the past. C. Turn to the team and ask each member to say whether the leader is correct, and decide by consensus. D. Explain that according to the AHA Guidelines, atropine is no longer recommended for PEA in the Cardiac Arrest Algorithm. 6. The day before an instructor is scheduled to teach a class, she wants to verify that she has all the equipment she needs and that it is working. Where will she find an ACLS equipment list? A. In the ACLS Provider Manual B. In the ACLS Instructor Manual C. In the ACLS Precourse Preparation Checklist D. There is no official AHA equipment list 7. What is one major difference between practice and testing? A. In testing, instructors cannot provide any hints, prompts, or suggestions to students. B. In practice, instructors watch to see if students memorize algorithms correctly. C. In testing, instructors should assign roles for team dynamics. D. In practice, instructors introduce the concept of closed-loop communication. 8. A student is practicing BLS skills on an adult manikin. The chest recoils almost completely with each compression. What feedback should you provide to the student? A. Good work; those compressions look great. B. Good work; you also need to allow the chest to recoil completely between compressions. C. You'll need to work much harder on getting your compressions right. D. A good start; you should allow the chest to come up only about half way between compressions. 9. Which skills tests must a student pass to receive a course completion card? A. Megacode only B. Adult high-quality BLS skills and Megacode C. Adult high-quality BLS skills, bag-mask ventilation with OPA/NPA insertion, learning station competencies, and Megacode D. Bag-mask ventilation with OPA/NPA insertion and Megacode ACLS Instructor Course Written Exam Version B, June 2016 3
10. Instructors can mentor students in multiple ways. Which of the following is not an area in which an instructor can mentor a student? A. Professionalism B. Teamwork C. Communication D. Memorization 11. In group discussions, what is the instructor s role? A. To facilitate the conversation and actively engage students B. To dominate the conversation and passively engage students C. To entertain students with stories of past experiences D. To make mean jokes and keep the lessons running on time 12. A student is struggling with assessment steps. During a break, you take him aside and discuss the steps and rationales. He seems to understand. To confirm, you ask him what he would do for a patient with chest pain, a blood pressure of 92/50 mm Hg, a heart rate of 92/min, a nonlabored respiratory rate of 14 breaths/min, and a pulse oximetry of 97%. The student says his next step would be obtaining a 12-lead ECG. What feedback should you give? A. Good work. A 12-lead ECG is in fact the next step you d need to take. B. That's a reasonable assumption. However, the correct next step would be a chest x-ray. C. Good idea, but it s not what s needed here. Lab tests are the correct next step. D. You should get a PETCO2. 13. What is the difference between feedback and debriefing? A. Feedback uses open-ended questions, and debriefing uses closed-ended questions. B. Feedback is used in learning stations, and debriefing is used during skills testing. C. Feedback focuses on skills, and debriefing focuses on thought process. D. Feedback is used by novice instructors, and debriefing is used by experienced instructors. 14. What happens during the analyze phase of debriefing? A. Analysis of students hands-on skills B. Analysis of students knowledge of advanced concepts C. Analysis of students thinking and decision making D. Analysis of struggling students errors ACLS Instructor Course Written Exam Version B, June 2016 4
15. In which of the following stations is debriefing not used? A. Cardiac Arrest B. Bradycardia C. Tachycardia, Stable and Unstable D. High-Quality BLS 16. When should you ask a student to retake the course? A. If he passes his skills tests by a narrow margin B. If he passes the exam by a narrow margin C. If remediation is unsuccessful D. If remediation is successful 17. A student scores a 70% on the exam. What should you do? A. Congratulate the student on passing the exam. B. Fail the student for the course because the score is so low. C. Provide verbal remediation and pass the student. D. Review the exam with the student, give him time to study, and have him take the second exam. 18. What are the 2 most important resources you should check to determine what paperwork you need to turn in? A. Your Training Center and the PAM B. Your Training Center and the ACLS Provider Manual C. Your Training Center and the Instructor Network D. The PAM and the ACLS Provider Manual 19. You are monitoring students performing CPR with an advanced airway in place. The students are providing continuous chest compressions and 12 ventilations per minute. What feedback should you provide to the students? A. High-quality CPR is one of the best ways we can help patients. Well done. B. High-quality CPR is one of the best ways we can help patients. Slow down the ventilations to 10 per minute to provide the highest-quality CPR. C. High-quality CPR is one of the best ways we can help patients. Speed up the ventilations to 12 to 14 per minute to provide the highest-quality CPR. D. High-quality CPR is one of the best ways we can help patients. Speed up the ventilations to 15 to 17 per minute to provide the highest-quality CPR. ACLS Instructor Course Written Exam Version B, June 2016 5
20. Which of the following testing situations presents an ethical conflict of interest? A. An instructor testing a student with whom he has a few friends in common B. An instructor testing his immediate supervisor C. An instructor giving an exam to a student who is not a native English speaker D. An instructor testing a student who has been outspoken and slightly abrasive in class 21. What is one reason that testing checklists are used? A. Other institutions require them. B. They provide an objective measurement of performance. C. They improve average student scores on the tests. D. They improve instructors likability. 22. As part of your preparation for your class, you need to know how many students you ll be teaching. What is one reason why? A. The PAM prohibits having more than 20 students in a room at any given time. B. The PAM says that there must be 1 faculty member present for every 3 students. C. You will have to make sure you have the appropriate number of manikins and equipment. D. You are allowed to teach only 14 students and will need another faculty member if there are more than 14 students. 23. Which of the following is an example of effective team dynamics? A. Using open-ended questions B. Using the GAS model of debriefing C. Using closed-loop communication D. Using team-building exercises 24. During the Cardiac Arrest learning station, the team leader assigns the role of recorder to a student. The student refuses, saying that he should be on airway because he knows more about it. Which of the following is the most appropriate response? A. It s great that you know a lot about airway, but the team leader s job is to assign roles, and it s the team member s job to complete the role assigned. B. Our team leader gave you a job. Now go do it. C. It s true that the person who knows the most about airway should be in the airway management role. D. You don t need to say anything, because there is not a problem. ACLS Instructor Course Written Exam Version B, June 2016 6
25. When should you issue a course completion card? A. Issue a card if the student completes the course. B. Issue a card if the student successfully completes the course. C. Issue a card if the student pays for the course. D. Issue cards to all students who pass the exam with a 92% or higher. ACLS Instructor Course Written Exam Version B, June 2016 7
ANSWER KEY ACLS Instructor Course Written Exam B Question Answer 1. B C D 2. A B C 3. B C D 4. B C D 5. A B C 6. A C D 7. B C D 8. A C D 9. A B D 10. A B C 11. B C D 12. B C D 13. A B D 14. A B D 15. A B C 16. A B D 17. A B C 18. B C D 19. A C D 20. A C D 21. A C D 22. A B D 23. A B D 24. B C D 25. A C D ACLS Instructor Course Written Exam Version B, June 2016