This webinar will outline congenital syphilis epidemiology, clinical manifestations, diagnosis, and treatment.
AGENDA
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DURATION
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SESSION
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SPEAKERS
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1 hour
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Congenital Syphilis & Syphilis in Pregnancy
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Jason Zucker, MD, MS, Assistant Medical Director, New York City STI Prevention Training Center; Assistant Professor, Divisions of Adult and Pediatric Infectious Diseases, Columbia University Medical Center
Erica Hardy, MD, MMSc, Associate Professor of Medicine and Obstetrics and Gynecology, Warren Alpert Medical School of Brown University; Director, Division of Infectious Diseases, Women & Infants Hospital
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OBJECTIVES
- Describe the importance of interprofessional collaboration in sexual health care.
- Describe current STD/HIV screening strategies including diagnostic algorithms.
- Describe current STD/HIV treatment recommendations.
ORIGINATION DATE: April 1, 2025
EXPIRATION DATE: April 1, 2027
ACCREDITATION STATEMENTS:
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In support of improving patient care, this activity has been planned and implemented by Centers for Disease Control and Prevention and the New York City Sexually Transmitted Diseases (STD) Prevention Training Center. The Centers for Disease Control and Prevention is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
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CME: The Centers for Disease Control and Prevention designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
CNE: The Centers for Disease Control and Prevention designates this activity for 1.0 nursing contact hours.
CEU: The Centers for Disease Control and Prevention is authorized by IACET to offer 0.1 CEU's for this program.
DISCLOSURE:
In compliance with continuing education requirements, all planners and presenters must disclose all financial relationships, in any amount, with ineligible companies during the previous 24 months as well as any use of unlabeled product(s) or products under investigational use.
CDC, our planners, and presenters wish to disclose they have no financial relationship(s) with ineligible companies. Content will not include any discussion of the unlabeled use of a product or a product under investigational use. CDC did not accept financial or in-kind support from ineligible companies for this continuing education activity.
This course will cover screening for and treatment of syphilis in pregnant patients, and prevention, evaluation, and treatment of congenital syphilis in infants using evidence-based best practices, case studies, and interactivity.
This course is temporarily not accredited for continuing education.
Grant Statement:
This project is supported by the Centers for Disease Control and Prevention of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award 1 NU62PS924586-01-00 totaling $470,000 with 100 percent funded by CDC/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CDC/HHS, or the U.S. Government.
This course discuses Doxy-PEP - a new tool in our STI prevention toolbox. We review evidence for Doxy-PEP, clinical questions, and Doxy-PEP implementation.
This course is not accredited for continuing education.
Grant Statement:
This project is supported by the Centers for Disease Control and Prevention of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award 1 NU62PS924586-01-00 totaling $470,000 with 100 percent funded by CDC/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CDC/HHS, or the U.S. Government.
This course is a comprehensive overview of taking a sexual history. It covers rationale for why we should be taking a sexual history, how to set the stage for success, how to take an actual sexual history, and more. If you're someone who works with patients in a clinical setting, this course could be for you!
At the conclusion of the session, the participant should be able to:
1. Describe three factors which contribute to obtaining an accurate sexual history.
2. Describe two approaches to taking a sexual history.
3. Describe the importance of interprofessional collaboration in taking sexual histories.
Grant Statement:
This project is supported by the Centers for Disease Control and Prevention of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award 1 NU62PS924586-01-00 totaling $470,000 with 100 percent funded by CDC/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CDC/HHS, or the U.S. Government.
This course discusses available assistance programs for patients seeking HIV prevention who are uninsured, commercially insured, or who have Medicaid.
OBJECTIVES:
At the conclusion of the session, participants should be able to:
1. Describe HIV prevention assistance programs for uninsured patients.
2. Describe HIV prevention assistance programs for insured patients.
3. Describe the importance of interprofessional collaboration in HIV prevention benefits navigation.
FACULTY/CREDENTIALS:
Caroline Carnevale, DNP, MPH, AAHIVS, Nurse Practitioner, Principal Investigator, New York Presbyterian Hospital, Comprehensive HIV Program; Core Faculty, New York City STD Prevention Training Center
Alexandra Filipkowski, BS, MPH candidate (’24), Intern, New York City STD Prevention Training Center
Jessica Steinke, MPH, Senior Program Manager, New York City STD Prevention Training Center
ORIGINATION DATE: November 1, 2023
EXPIRATION DATE: November 1, 2025
MATERIALS: None
TARGET AUDIENCE: Physicians, Nurse Practitioners, Physician Assistants, Registered Nurses, other health professionals
PREREQUISITES: None
FORMAT: This activity is Web-based/Web on Demand.
CONTACT INFORMATION: NYC STD Prevention Training Center, nycptc@cumc.columbia.edu
ACCREDITATION STATEMENTS:
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In support of improving patient care, this activity has been planned and implemented by Centers for Disease Control and Prevention and The NYC STD Prevention Training Center. The Centers for Disease Control and Prevention is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team
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CME: The Centers for Disease Control and Prevention designates this enduring activity for a maximum of 0.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
CNE: The Centers for Disease Control and Prevention designates this activity for 0.5 nursing contact hours.
CEU: The Centers for Disease Control and Prevention is authorized by IACET to offer 0.1 CEU's for this program.
DISCLOSURE:
CDC, our planners, and content experts wish to disclose they have no financial relationship(s) with ineligible companies with the exception of Dr. Barbee and Dr. Neu. Dr. Barbee wishes to disclose research support from Nabriva, Hologic, SpeeDx, and Dr. Neu wishes to disclose research support from Melinta and Cystic Fibrosis Foundation. All relevant financial relationships listed for these individuals have been mitigated.
Content will not include any discussion of the unlabeled use of a product or a product under investigational use.
CDC did not accept financial or in-kind support from ineligible companies for this continuing education activity.
Instructions for Obtaining Continuing Education (CE)
CE instructions are provided after the completion of this course.
FEES: No fees are charged for CDC’s CE activities.
Grant Statement:
This project is supported by the Centers for Disease Control and Prevention of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award 1 NU62PS924586-01-00 totaling $470,000 with 100 percent funded by CDC/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CDC/HHS, or the U.S. Government.
Este curso revisa la evaluación para sífilis, cómo interpretar los resultados y las etapas de la enfermedad y las recomendaciones de tratamiento de acuerdo a la etapa en la que se encuentre.
This course is not accredited for continuing education.
Grant Statement:
This project is supported by the Centers for Disease Control and Prevention of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award 1 NU62PS924586-01-00 totaling $470,000 with 100 percent funded by CDC/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CDC/HHS, or the U.S. Government.
Este curso revisa las actualizaciones del CDC hechas en el 2021 en cuanto a los lineamientos sobre PrEP y cubre la evaluación y examinación para PrEP, las opciones de PrEP disponibles, su prescripción y la gestión continua del medicamento.
This course is not accredited for continuing education.
Grant Statement:
This project is supported by the Centers for Disease Control and Prevention of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award 1 NU62PS924586-01-00 totaling $470,000 with 100 percent funded by CDC/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CDC/HHS, or the U.S. Government.
This course discusses the current shortage of Penicillin G benzathine (Bicillin L-A). It covers the epidemiology of syphilis, how to screen for and stage syphilis, syphilis treatment guidelines, and guidelines for managing syphilis during this shortage.
This short course is not accredited for continuing education.
Grant Statement:
This project is supported by the Centers for Disease Control and Prevention of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award 1 NU62PS924586-01-00 totaling $470,000 with 100 percent funded by CDC/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CDC/HHS, or the U.S. Government.
Welcome to Module 1 of the Connecticut STI Series, May 2024. This module features speakers Ava Nepaul and Dr. Dana Dunne.
This module will consist of 1 CE credit post-completion. This module is accredited by the Massachusetts Medical Society. CE is only applicable for Massachusetts and its contiguous states.
Welcome to Module 2 of the Connecticut STI Series, May 2024. This module features speaker Dr. Ian Michelow.
This module will consist of 1 CE credit post-completion. This module is accredited by the Massachusetts Medical Society. CE is only applicable for Massachusetts and its contiguous states.
Welcome to Module 3 of the Connecticut STI Series, May 2024. This module features speaker Dr. Katherine Hsu.
This module will consist of 1 CE credit post-completion. This module is accredited by the Massachusetts Medical Society. CE is only applicable for Massachusetts and its contiguous states.
Welcome to Module 4 of the Connecticut STI Series, May 2024. This module features speaker Dr. Ina Park.
This module will consist of 1 CE credit post-completion. This module is accredited by the Massachusetts Medical Society. CE is only applicable for Massachusetts and its contiguous states.
Welcome to Module 4 of the Connecticut STI Series, May 2024.
This module features speaker Dr. Ina Park.
This module will consist of 1 CE credit post-completion. This module is accredited by the Massachusetts Medical Society. CE is only applicable for Massachusetts and its contiguous states.
Welcome to Module 5 of the Connecticut STI Series, May 2024. This module features speaker Dr. Amit Achhra.
This module will consist of 1 CE credit post-completion. This module is accredited by the Massachusetts Medical Society. CE is only applicable for Massachusetts and its contiguous states.
Este curso trata sobre los programas de asistencia disponibles para pacientes que buscan prevenir el VIH (PrEP o PEP) que no están asegurados, que tienen algún seguro comercial o que tienen Medicaid.
Si quieres saber más acerca de la navegación de beneficios para prevenir el VIH, este curso es para ti. Toma en cuenta que la mayor parte de este curso en específico habla de la navegación de beneficios para la medicación PrEP o PEP oral, y hay una sección que se enfoca específicamente en el proceso de la PrEP inyectable (CAB-LA).
This course is not accredited for continuing education.
Grant Statement:
This project is supported by the Centers for Disease Control and Prevention of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award 1 NU62PS924586-01-00 totaling $470,000 with 100 percent funded by CDC/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CDC/HHS, or the U.S. Government.
This course will review CDC's 2021 updates to the PrEP guidelines. It covers PrEP screening and assessment, available PrEP options, prescribing PrEP, and ongoing PrEP management, including case studies and interactivity.
At the conclusion of the session, participants should be able to:
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Describe current CDC guidelines for PrEP.
- Describe clinical considerations for existing PrEP medications.
- Describe the importance of interprofessional collaboration in providing PrEP services.
FACULTY/CREDENTIALS:
Jessica Steinke, MPH, Senior Program Manager, New York City STD Prevention Training Center
Jason Zucker, MD MS, Assistant Professor, Divisions of Adult and Pediatric Infectious Diseases, Columbia University Medical Center; Assistant Medical Director, New York City STD Prevention Training Center
ORIGINATION DATE: September 1, 2023
EXPIRATION DATE: September 1, 2025
HARDWARE/SOFTWARE: Computer Hardware; Internet Connection; Browser
MATERIALS: None
TARGET AUDIENCE: Physicians, Nurse Practitioners, Physician Assistants, Registered Nurses, other health professionals
PREREQUISITES: The audience should provide clinical care for patients and discuss PrEP with patients.
FORMAT: This activity is Web-based/Web on Demand.
CONTACT INFORMATION: NYC STD Prevention Training Center, nycptc@cumc.columbia.edu
ACCREDITATION STATEMENTS:
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In support of improving patient care, this activity has been planned and implemented by Centers for Disease Control and Prevention and The NYC STD Prevention Training Center. The Centers for Disease Control and Prevention is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
|
CME: The Centers for Disease Control and Prevention designates this enduring activity for a maximum of 0.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
CNE: The Centers for Disease Control and Prevention designates this activity for 0.5 nursing contact hours.
CEU: The Centers for Disease Control and Prevention is authorized by IACET to offer 0.1 CEU's for this program.
DISCLOSURE:
CDC, our planners, and content experts wish to disclose they have no financial relationship(s) with ineligible companies with the exception of Dr. Barbee and Dr. Neu. Dr. Barbee wishes to disclose research support from Nabriva, Hologic, SpeeDx, and Dr. Neu wishes to disclose research support from Melinta and Cystic Fibrosis Foundation. All relevant financial relationships listed for these individuals have been mitigated.
Content will not include any discussion of the unlabeled use of a product or a product under investigational use.
CDC did not accept financial or in-kind support from ineligible companies for this continuing education activity.
Instructions for Obtaining Continuing Education (CE)
CE instructions are provided after the completion of this course.
FEES: No fees are charged for CDC’s CE activities.
Grant Statement:
This project is supported by the Centers for Disease Control and Prevention of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award 1 NU62PS924586-01-00 totaling $470,000 with 100 percent funded by CDC/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CDC/HHS, or the U.S. Government.
Summary here
Este curso revisa la evaluación y tratamiento de sífilis en pacientes embarazadas, así como la prevención, evaluación y tratamiento de la sífilis congénita.
This course is not accredited for continuing education.
Grant Statement:
This project is supported by the Centers for Disease Control and Prevention of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award 1 NU62PS924586-01-00 totaling $470,000 with 100 percent funded by CDC/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CDC/HHS, or the U.S. Government.
This module was a collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions. This module introduces the concept of the stress spectrum, emphasizing the balance between positive stress (eustress) and distress (negative stress).
This brief (10-15 minute) learning module is designed to lay the foundational knowledge for individuals to understand and build a healthy relationship with stress. After reading the definition below, engage in this interactive self-paced module to learn more about positive stress(eustress) and distress.
“Eustress, or positive stress, reflects a constructive type of stress characterized by positive emotional arousal, associated with activation and engagement. In contrast, distress, or negative stress, denotes a destructive form of stress, marked by negative emotional arousal, dissatisfaction, and disengagement” (Pluut, Curseu, & Fodor, 2022; Lu, Wei, & Li, 2021).
Goal: To help learners identify and respond to both forms of stress.
Learning Objectives:
- Differentiate between positive stress (eustress) and distress, and their impacts on health and work performance.
- Explore strategies to identify and manage stress in professional settings.
Dive into this module to learn more about stress and how it can be helpful and harmful to you, especially in the landscape of an ever evolving healthcare system.
Project/Content Lead:
Alexander Waitt, MS, MSEd, LPC (he/him)
Founder & Chief Executive Officer at Lean In Systems & Solutions
Audrey Collier, BS (she/her)
Project Manager, Lean In Systems & Solutions
Contributors:
Dr. Jamie Hanson, PhD (he/him)
Chief Scientist Officer at Lean In Systems & Solutions
Assistant Professor of Psychology, University of Pittsburgh
Dr. Alison DuBois, PhD, LPC (she/her)
Chief Wellness Officer, Lean In Systems & Solutions
President & CEO at The Mindful Mind, LLC
Nicole Luhanik, MS, LPC (she/her)
Clinical Director, Oasis Mental Health Services
Mercedes Robinson, MA, Ed.m (she/her)
Chief Executive Officer, Tequity In Action
Assistant Director of DEI, Ethical Culture Fieldston School
Salah Kanaan, MSc (he/him)
Chief Technology Officer at Lean In Systems & Solutions
Acknowledgements:
Barbara Wilgus, MSN, CRNP [She/Her/Hers]
Program Administrator, STD/HIV Prevention Training Center at Johns Hopkins; JHU Bayview Medical Center
References:
Gong, W., & Geertshuis, S. A. (2023). Distress and eustress: an analysis of the stress experiences of offshore international students. Frontiers in psychology, 14, 1144767. https://doi.org/10.3389/fpsyg.2023.1144767
Lu, S., Wei, F., & Li, G. (2021). The evolution of the concept of stress and the framework of the stress system. Cell Stress, 5(6), 76-85. https://doi.org/10.15698/cst2021.06.250
Passalacqua, S. A., & Segrin, C. (2012). The effect of resident physician stress, burnout, and empathy on patient-centered communication during the long-call shift. Health communication, 27(5), 449–456. https://doi.org/10.1080/10410236.2011.606527
Pluut, H., Curseu, P. L., & Fodor, O. C. (2022). Development and Validation of a Short Measure of Emotional, Physical, and Behavioral Markers of Eustress and Distress (MEDS). Healthcare, 10(2), 339.https://doi.org/10.3390/healthcare10020339
Sasidharan, S., & Dhillon, H. S. (2021). Stress and burnout among health-care workers in the coronavirus disease 2019 intensive care unit. International journal of critical illness and injury science, 11(4), 257–261. https://doi.org/10.4103/ijciis.ijciis_45_21
Tawfik, D. S., Scheid, A., Profit, J., Shanafelt, T., Trockel, M., Adair, K. C., Sexton, J. B., & Ioannidis, J. P. A. (2019). Evidence Relating Health Care Provider Burnout and Quality of Care: A Systematic Review and Meta-analysis. Annals of internal medicine, 171(8), 555–567. https://doi.org/10.7326/M19-1152
Disclosure:
The content experts involved in the creation of this module, including the collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions, have declared that there are no financial relationships or conflicts of interest to disclose. This module is the product of our commitment to providing high-quality, unbiased education and training. Our team has worked diligently to ensure that the content is current, accurate, and developed independently of any commercial interests.
Title: Module 2: Unpacking Emotional Exhaustion
This module was a collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions. This module focuses on identifying and addressing emotional exhaustion, understanding its causes, and exploring response strategies.
“Emotional exhaustion is the central quality of burnout and refers to feelings of being emotionally overextended and depleted of one's emotional resources” (Maslach et al., 2001).
This brief (10-15 minute) learning module is crafted to equip individuals with the foundational knowledge necessary to recognize, understand, and manage emotional exhaustion. Through engaging in this interactive, self-paced module, participants will gain insight into the nature of emotional exhaustion and learn practical strategies for responding to it.
Goal: Equip learners with the knowledge to recognize signs of emotional exhaustion and apply effective response strategies.
Learning Objectives:
- Understand what contributes to emotional exhaustion and its impact on healthcare workers. .
- Explore strategies to respond to your or your colleagues emotional exhaustion.
Dive into this module to learn more about how emotional exhaustion presents in day-to-day work and strategies to address your or a colleagues emotional exhaustion.
Project/Content Lead:
Alexander Waitt, MS, MSEd, LPC (he/him)
Founder & Chief Executive Officer at Lean In Systems & Solutions
Audrey Collier, BS (she/her)
Project Manager, Lean In Systems & Solutions
Contributors:
Dr. Jamie Hanson, PhD (he/him)
Chief Scientist Officer at Lean In Systems & Solutions
Assistant Professor of Psychology, University of Pittsburgh
Dr. Alison DuBois, PhD, LPC (she/her)
Chief Wellness Officer, Lean In Systems & Solutions
President & CEO at The Mindful Mind, LLC
Nicole Luhanik, MS, LPC (she/her)
Clinical Director, Oasis Mental Health Services
Mercedes Robinson, MA, Ed.m (she/her)
Chief Executive Officer, Tequity In Action
Assistant Director of DEI, Ethical Culture Fieldston School
Salah Kanaan, MSc (he/him)
Chief Technology Officer at Lean In Systems & Solutions
Acknowledgements:
Barbara Wilgus, MSN, CRNP [She/Her/Hers]
Program Administrator, STD/HIV Prevention Training Center at Johns Hopkins; JHU Bayview Medical Center
References:
Khammissa, R. A. G., Nemutandani, S., Feller, G., Lemmer, J., & Feller, L. (2022). Burnout phenomenon: neurophysiological factors, clinical features, and aspects of management. The Journal of international medical research, 50(9), 3000605221106428. https://doi.org/10.1177/03000605221106428
Klusmann, U., Aldrup, K., Schmidt, J., & Lüdtke, O. (2021). Is emotional exhaustion only the result of work experiences? A diary study on daily hassles and uplifts in different life domains. Anxiety, Stress, & Coping, 34(2), 173-190. https://doi.org/10.1080/10615806.2020.1845430
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
Tawfik, D. S., Scheid, A., Profit, J., Shanafelt, T., Trockel, M., Adair, K. C., Sexton, J. B., & Ioannidis, J. P. A. (2019). Evidence Relating Health Care Provider Burnout and Quality of Care: A Systematic Review and Meta-analysis. Annals of internal medicine, 171(8), 555–567. https://doi.org/10.7326/M19-1152
Disclosure:
The content experts involved in the creation of this module, including the collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions, have declared that there are no financial relationships or conflicts of interest to disclose. This module is the product of our commitment to providing high-quality, unbiased education and training. Our team has worked diligently to ensure that the content is current, accurate, and developed independently of any commercial interests.
Title: Module 3: Confronting Depersonalization
This module was a collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions. This module takes a closer look at depersonalization in healthcare settings. It's a phenomenon that might make you feel like you're watching your life from the sidelines, especially in high-stress environments like healthcare.
This concise (10-15 minute) module is all about understanding depersonalization through the lens of your work and figuring out what you can do about it. It’s for anyone who’s ever felt overwhelmed to the point of feeling disconnected from their work, their patients, or even themselves.
Depersonalization: A state of feeling disconnected from your thoughts, body, and surroundings, often stemming from being overwhelmed. It can make everything you do feel automated and distant, almost as if you’re not really there (Spiegel, 1997).
Goal: To empower learners to recognize depersonalization and take actionable steps towards mitigating its effects in healthcare settings.
Learning Objectives:
- Recognize Depersonalization: Identify signs of depersonalization and understand its impact on health and work performance.
- Manage and Mitigate: Explore strategies to address depersonalization, enhancing engagement and satisfaction in professional settings.
Dive into this module to not just learn about depersonalization but to start actively addressing it in your daily professional life.
Project/Content Lead:
Alexander Waitt, MS, MSEd, LPC (he/him)
Founder & Chief Executive Officer at Lean In Systems & Solutions
Audrey Collier, BS (she/her)
Project Manager, Lean In Systems & Solutions
Contributors:
Dr. Jamie Hanson, PhD (he/him)
Chief Scientist Officer at Lean In Systems & Solutions
Assistant Professor of Psychology, University of Pittsburgh
Dr. Alison DuBois, PhD, LPC (she/her)
Chief Wellness Officer, Lean In Systems & Solutions
President & CEO at The Mindful Mind, LLC
Nicole Luhanik, MS, LPC (she/her)
Clinical Director, Oasis Mental Health Services
Mercedes Robinson, MA, Ed.m (she/her)
Chief Executive Officer, Tequity In Action
Assistant Director of DEI, Ethical Culture Fieldston School
Salah Kanaan, MSc (he/him)
Chief Technology Officer at Lean In Systems & Solutions
Acknowledgements:
Barbara Wilgus, MSN, CRNP [She/Her/Hers]
Program Administrator, STD/HIV Prevention Training Center at Johns Hopkins; JHU Bayview Medical Center
References:
Miguel-Puga, J. A., Cooper-Bribiesca, D., Avelar-Garnica, F. J., Sanchez-Hurtado, L. A., Colin-Martínez, T., Espinosa-Poblano, E., Anda-Garay, J. C., González-Díaz, J. I., Segura-Santos, O. B., Vital-Arriaga, L. C., & Jáuregui-Renaud, K. (2021). Burnout, depersonalization, and anxiety contribute to post-traumatic stress in frontline health workers at COVID-19 patient care, a follow-up study. Brain and behavior, 11(3), e02007. https://doi.org/10.1002/brb3.2007
Prinz, P., Hertrich, K., Hirschfelder, U., & de Zwaan, M. (2012). Burnout, depression and depersonalisation--psychological factors and coping strategies in dental and medical students. GMS Zeitschrift fur medizinische Ausbildung, 29(1), Doc10. https://doi.org/10.3205/zma000780
Spiegel, D. (1997). Trauma, dissociation, and memory. Annals of the New York Academy of Sciences, 821(1 Psychobiology), 225–237. 10.1111/j.1749-6632.1997.tb48282.x
Tawfik, D. S., Scheid, A., Profit, J., Shanafelt, T., Trockel, M., Adair, K. C., Sexton, J. B., & Ioannidis, J. P. A. (2019). Evidence Relating Health Care Provider Burnout and Quality of Care: A Systematic Review and Meta-analysis. Annals of internal medicine, 171(8), 555–567. https://doi.org/10.7326/M19-1152
Disclosure:
The content experts involved in the creation of this module, including the collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions, have declared that there are no financial relationships or conflicts of interest to disclose. This module is the product of our commitment to providing high-quality, unbiased education and training. Our team has worked diligently to ensure that the content is current, accurate, and developed independently of any commercial interests.
Title: Module 4: Cultivating Stress Hardiness
This module was a collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions. It explores the concept of stress hardiness, underscoring the significance of control, commitment, and challenge in reframing stressful situations as avenues for both personal and professional development.
In this brief (10-15 minute)module, participants are invited to deepen their understanding of stress hardiness and learn to harness it to grow through healthcare-related stressors. Engage with this interactive, self-paced learning experience to uncover how stress hardiness can serve to prevent against the adverse effects of stress, including burnout.
"Hardiness, defined by Kobasa (1979) as a personality trait consisting of three fundamental characteristics (commitment, control, and challenge), is a protective factor against the negative effects of stress including burnout" (White et al., 2020).
Goal: Equip learners with the knowledge and skills to foster stress hardiness.
Learning Objectives:
- Understand the foundational elements of stress hardiness: control, commitment, and challenge.
- Explore strategies to cultivate stress hardiness.
Learn more about stress hardiness and how it can help protect you from the stress that frequently comes with engaging in providing healthcare.
Project/Content Lead:
Alexander Waitt, MS, MSEd, LPC (he/him)
Founder & Chief Executive Officer at Lean In Systems & Solutions
Audrey Collier, BS (she/her)
Project Manager, Lean In Systems & Solutions
Contributors:
Dr. Jamie Hanson, PhD (he/him)
Chief Scientist Officer at Lean In Systems & Solutions
Assistant Professor of Psychology, University of Pittsburgh
Dr. Alison DuBois, PhD, LPC (she/her)
Chief Wellness Officer, Lean In Systems & Solutions
President & CEO at The Mindful Mind, LLC
Nicole Luhanik, MS, LPC (she/her)
Clinical Director, Oasis Mental Health Services
Mercedes Robinson, MA, Ed.m (she/her)
Chief Executive Officer, Tequity In Action
Assistant Director of DEI, Ethical Culture Fieldston School
Salah Kanaan, MSc (he/him)
Chief Technology Officer at Lean In Systems & Solutions
Acknowledgements:
Barbara Wilgus, MSN, CRNP [She/Her/Hers]
Program Administrator, STD/HIV Prevention Training Center at Johns Hopkins; JHU Bayview Medical Center
References:
Kobasa S. C. (1979). Stressful life events, personality, and health: an inquiry into hardiness. Journal of Personality and Social sychology, 37(1), 1–11. https://doi.org/10.1037//0022-3514.37.1.1
Vagni, M., Maiorano, T., Giostra, V., Pajardi, D., & Bartone, P. (2022). Emergency Stress, Hardiness, Coping Strategies and Burnout in Health Care and Emergency Response Workers During the COVID-19 Pandemic. Frontiers in Psychology, 13, 918788. https://doi.org/10.3389/fpsyg.2022.918788
White, A., Zapata, I., Lenz, A., Ryznar, R., Nevins, N., Hoang, T. N., Franciose, R., Safaoui, M., Clegg, D., & LaPorta, A. J. (2020). Medical Students Immersed in a Hyper-Realistic Surgical Training Environment Leads to Improved Measures of Emotional Resiliency by Both Hardiness and Emotional Intelligence Evaluation. Frontiers in Psychology, 11, 569035. https://doi.org/10.3389/fpsyg.2020.569035
Disclosure:
The content experts involved in the creation of this module, including the collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions, have declared that there are no financial relationships or conflicts of interest to disclose. This module is the product of our commitment to providing high-quality, unbiased education and training. Our team has worked diligently to ensure that the content is current, accurate, and developed independently of any commercial interests.
Title: Module 5: Mastering Locus of Control
In collaboration with the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions, this module explores the psychological concept of 'locus of control.' This theory describes the extent to which individuals believe they have power over the events in their lives. A deeper understanding of this concept can significantly impact how we approach challenges and opportunities in healthcare settings and beyond.
This brief (10-15 minute) module is crafted to shed light on what 'locus of control' entails and how it influences your perception of control over life’s events. It’s tailored for anyone looking to enhance their understanding of personal agency and adaptability in both professional and personal spheres.
“Locus of control is defined as a generalized expectation of internal versus external control over outcomes. Those with an internal locus of control typically believe that their own actions determine outcomes, whereas individuals with an external locus of control attribute outcomes to external factors such as luck, chance, fate, or the influence of others” (Rotter, 1966).
Goal: To enable learners to comprehend the locus of control concept and apply this understanding to improve stress response in professional and personal situations.
- Understand the concept of locus of control, including the Circle of Control, Circle of Influence, and Circle of Concern.
- Apply the concept of locus of control in personal and professional settings to enhance stress management.
This module will provide you with a frame to respond to different situations based on your ability to identify what circle of influence you have.
Project/Content Lead:
Alexander Waitt, MS, MSEd, LPC (he/him)
Founder & Chief Executive Officer at Lean In Systems & Solutions
Audrey Collier, BS (she/her)
Project Manager, Lean In Systems & Solutions
Contributors:
Dr. Jamie Hanson, PhD (he/him)
Chief Scientist Officer at Lean In Systems & Solutions
Assistant Professor of Psychology, University of Pittsburgh
Dr. Alison DuBois, PhD, LPC (she/her)
Chief Wellness Officer, Lean In Systems & Solutions
President & CEO at The Mindful Mind, LLC
Nicole Luhanik, MS, LPC (she/her)
Clinical Director, Oasis Mental Health Services
Mercedes Robinson, MA, Ed.m (she/her)
Chief Executive Officer, Tequity In Action
Assistant Director of DEI, Ethical Culture Fieldston School
Salah Kanaan, MSc (he/him)
Chief Technology Officer at Lean In Systems & Solutions
Acknowledgements:
Barbara Wilgus, MSN, CRNP [She/Her/Hers]
Program Administrator, STD/HIV Prevention Training Center at Johns Hopkins; JHU Bayview Medical Center
References:
Nießen, D., Schmidt, I., Groskurth, K., Rammstedt, B., & Lechner, C. M. (2022). The Internal-External Locus of Control Short Scale-4 (IE-4): A comprehensive validation of the English-language adaptation. PloS one, 17(7), e0271289. https://doi.org/10.1371/journal.pone.0271289
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1–28. https://doi.org/10.1037/h0092976
Disclosure:
The content experts involved in the creation of this module, including the collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions, have declared that there are no financial relationships or conflicts of interest to disclose. This module is the product of our commitment to providing high-quality, unbiased education and training. Our team has worked diligently to ensure that the content is current, accurate, and developed independently of any commercial interests.
Title: Module 6: Name It to Tame It
This module was a collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions. This module introduces a simple yet powerful technique for stress reduction: identifying and naming one's emotions. This approach is based on neuroscience and psychology, emphasizing how the act of labeling emotions can significantly reduce their intensity.
"Name It to Tame It" is, “A cognitive-behavioral technique that emphasizes the identification and labeling of one’s emotions as a method to reduce their intensity. By acknowledging and labeling emotions, individuals can facilitate a more adaptive and balanced perspective, mitigating the impact of anxiety and stress-related disorders” (Curtiss et al., 2021)
This concise (10-15 minute) learning module is intended to provide individuals with a foundational understanding required to practice “name it to tame it”. By participating in this interactive, self-paced module, learners will learn about the 'Name It to Tame It' technique, exploring its utility in responding to stressful circumstances with increased emotional strength.
Goal: Equip healthcare professionals with a practical method to manage stress by acknowledging and understanding their emotions.
Learning Objectives:
- Understand the psychological and neurological basis of the 'Name It to Tame It' technique.
- Practice this technique to navigate high-stress situations more effectively, maintaining composure and empathy in patient care.
Project/Content Lead:
Alexander Waitt, MS, MSEd, LPC (he/him)
Founder & Chief Executive Officer at Lean In Systems & Solutions
Audrey Collier, BS (she/her)
Project Manager, Lean In Systems & Solutions
Contributors:
Dr. Jamie Hanson, PhD (he/him)
Chief Scientist Officer at Lean In Systems & Solutions
Assistant Professor of Psychology, University of Pittsburgh
Dr. Alison DuBois, PhD, LPC (she/her)
Chief Wellness Officer, Lean In Systems & Solutions
President & CEO at The Mindful Mind, LLC
Nicole Luhanik, MS, LPC (she/her)
Clinical Director, Oasis Mental Health Services
Mercedes Robinson, MA, Ed.m (she/her)
Chief Executive Officer, Tequity In Action
Assistant Director of DEI, Ethical Culture Fieldston School
Salah Kanaan, MSc (he/him)
Chief Technology Officer at Lean In Systems & Solutions
Acknowledgements:
Barbara Wilgus, MSN, CRNP [She/Her/Hers]
Program Administrator, STD/HIV Prevention Training Center at Johns Hopkins; JHU Bayview Medical Center
References:
Curtiss, J. E., Levine, D. S., Ander, I., & Baker, A. W. (2021). Cognitive-Behavioral Treatments for Anxiety and Stress-Related Disorders. Focus (American Psychiatric Publishing), 19(2), 184–189. https://doi.org/10.1176/appi.focus.20200045
Hofmann, S. G., & Gómez, A. F. (2017). Mindfulness-Based Interventions for Anxiety and Depression. The Psychiatric clinics of North America, 40(4), 739–749. https://doi.org/10.1016/j.psc.2017.08.008
Disclosure:
The content experts involved in the creation of this module, including the collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions, have declared that there are no financial relationships or conflicts of interest to disclose. This module is the product of our commitment to providing high-quality, unbiased education and training. Our team has worked diligently to ensure that the content is current, accurate, and developed independently of any commercial interests.
Title: Module 7: Building A Stress Care Plan
This module was a collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions. It aims to empower learners with the tools and knowledge necessary to craft a personalized Stress Care Plan.
Think of a stress care plan as a personalized toolkit for managing stress, designed to address individual stress triggers and their impacts. It encompasses strategies and practices designed to mitigate stress in the moment and aid in closing the day’s physiological stress response, restoring the body to equilibrium. It serves as an approach for healthcare workers to protect themselves from the stress of the day and to bounce back when stress gets the best of you.
This concise (10-15 minute) learning module is intended to provide individuals with a foundational understanding required to practice “name it to tame it”. By participating in this interactive, self-paced module, learners will learn about the 'Name It to Tame It' technique, exploring its utility in responding to stressful circumstances with increased emotional strength.
Goal: Introduce a personalized approach for healthcare workers to identify, respond to, and prevent stress, promoting long-term well-being and job satisfaction.
Learning Objectives:
- Understand the importance of identifying personal stress triggers and their impact on physical, emotional, spiritual, and professional well-being.
- Explore the benefits and consequences of implementing and not implementing a personalized stress care plan.
Project/Content Lead:
Alexander Waitt, MS, MSEd, LPC (he/him)
Founder & Chief Executive Officer at Lean In Systems & Solutions
Audrey Collier, BS (she/her)
Project Manager, Lean In Systems & Solutions
Contributors:
Dr. Jamie Hanson, PhD (he/him)
Chief Scientist Officer at Lean In Systems & Solutions
Assistant Professor of Psychology, University of Pittsburgh
Dr. Alison DuBois, PhD, LPC (she/her)
Chief Wellness Officer, Lean In Systems & Solutions
President & CEO at The Mindful Mind, LLC
Nicole Luhanik, MS, LPC (she/her)
Clinical Director, Oasis Mental Health Services
Mercedes Robinson, MA, Ed.m (she/her)
Chief Executive Officer, Tequity In Action
Assistant Director of DEI, Ethical Culture Fieldston School
Salah Kanaan, MSc (he/him)
Chief Technology Officer at Lean In Systems & Solutions
Acknowledgements:
Barbara Wilgus, MSN, CRNP [She/Her/Hers]
Program Administrator, STD/HIV Prevention Training Center at Johns Hopkins; JHU Bayview Medical Center
References:
Passalacqua, S. A., & Segrin, C. (2012). The effect of resident physician stress, burnout, and empathy on patient-centered communication during the long-call shift. Health communication, 27(5), 449–456. https://doi.org/10.1080/10410236.2011.606527
Rink, L. C., Oyesanya, T. O., Adair, K. C., Humphreys, J. C., Silva, S. G., & Sexton, J. B. (2023). Stressors Among Healthcare Workers: A Summative Content Analysis. Global qualitative nursing research, 10, 23333936231161127. https://doi.org/10.1177/23333936231161127
Tawfik, D. S., Scheid, A., Profit, J., Shanafelt, T., Trockel, M., Adair, K. C., Sexton, J. B., & Ioannidis, J. P. A. (2019). Evidence Relating Health Care Provider Burnout and Quality of Care: A Systematic Review and Meta-analysis. Annals of internal medicine, 171(8), 555–567. https://doi.org/10.7326/M19-1152
Yue, Z., Qin, Y., Li, Y., Wang, J., Nicholas, S., Maitland, E., & Liu, C. (2022). Empathy and burnout in medical staff: mediating role of job satisfaction and job commitment. BMC public health, 22(1), 1033. https://doi.org/10.1186/s12889-022-13405-4
Disclosure:
The content experts involved in the creation of this module, including the collaboration between the STI/HIV Prevention Training Center at Johns Hopkins and Lean in Systems & Solutions, have declared that there are no financial relationships or conflicts of interest to disclose. This module is the product of our commitment to providing high-quality, unbiased education and training. Our team has worked diligently to ensure that the content is current, accurate, and developed independently of any commercial interests.
Bienvenidos y gracias por tomar este curso: Todos deberían hacerlo: tomar historias sexuales.
¿Para quién es este curso? Hemos diseñado este curso para que sea una vista integral acerca de tomar historias sexuales, por lo que cubre las razones por las cuales deberíamos tomar historias sexuales, cómo sentar las bases para el éxito, cómo tomar una historia sexual y más. Si trabajas en una clínica de infecciones de transmisión sexual o de salud sexual, en un lugar de cuidado primario, en un centro de salud para adolescentes o en un lugar similar, este curso es para ti. ¿Sientes que ya sabes lo básico? Puedes saltar a distintos puntos del esquema que se presenta a continuación para conseguir lo que te ayude.
This course is not accredited for continuing education.
Grant Statement:
This project is supported by the Centers for Disease Control and Prevention of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award 1 NU62PS924586-01-00 totaling $470,000 with 100 percent funded by CDC/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CDC/HHS, or the U.S. Government.
This course reviews syphilis screening, how to interpret results and stage disease, and syphilis treatment recommendations based on stage of disease.
At the conclusion of the session, the participant should be able to:
- Describe the diagnostic considerations for syphilis.
- Describe how to treat syphilis.
- Describe the importance of interprofessional collaboration in screening for and treating syphilis.
Grant Statement:
This project is supported by the Centers for Disease Control and Prevention of the U.S. Department of Health and Human Services (HHS) as part of a financial assistance award 1 NU62PS924586-01-00 totaling $470,000 with 100 percent funded by CDC/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by CDC/HHS, or the U.S. Government.