College Health
College Health Module 1A: Series Introduction and Discussing Sexual Health with Patients
This module developed collaboratively by the National Network of STD Clinical Prevention Training Centers and National Association of County & City Health Officials reviews how College Health providers can approach conversations about sexual health with patients, including trauma-informed care and consent.
This module is part of the College Health – Sexual Health Delivery series. Modules include:
Module 1A - Introduction and Discussing Sexual Health with Patients
Module 2A - Creating an Environment of Equitable Care
Module 3A - STI Diagnosis and Testing (pending)
Module 4A - HIV Testing for Non-Traditional Settings (pending)
Module 5A - STI Treatment (pending)
Module 6A - STI/HIV Prevention (pending)
CONTINUING EDUCATION INFORMATION
PROGRAM DESCRIPTION: This enduring activity is designed for providers to develop skills in discussing sexual health with patients with focus on healthy relationships and treatment approaches specifically in college health, retail/urgent care and tribal health.
OBJECTIVES:
At the conclusion of the session, the participant should be able to:
1. Describe the role of staff in providing sexual healthcare (college health)
2. Describe the role of staff in STI management (college health)
3. Describe effective strategies to build trust with patients when taking a sexual history
4. Explain the importance of a trauma-informed approach in patient care
5. Explain the “5Ps + 3” approach and its importance in the sexual history
6. Describe one way that this educational activity will improve my contribution as a team member
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FACULTY/ CREDENTIALS:
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Kevin L. Ard, MD, MPH; Director, Sexual Health Clinic, Massachusetts General Hospital,
Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Harvard Medical School
Philana Liang, PA-C, MPH, MSHS, SAFE; Physician Assistant/ Core Program Manager, St. Louis STD/HIV Prevention Training Center, Washington University St. Louis
Alison O. Marshall, PhD, FNP-C, RN; Faculty, Ratelle STD/HIV Prevention Training Center, Assistant Professor of the Practice, Boston College School of Nursing
Tamara Ooms, RN, MS, FNP-C; Clinical Faculty, Program Manager, California STD/HIV Prevention Training Center, University of California, San Francisco
Duran Rutledge, BA; Capacity Building Assistance Trainer/Technical Assistance Specialist, California STD/HIV Prevention Training Center, University of California, San Francisco
Katherine Yang, PharmD, MPH; Professor and CO-Vice Dean of Clinical Innovation and Entrepreneurship, University of California, San Francisco School of Pharmacy, University of California, Infectious Diseases Clinical Pharmacist, San Francisco Medical Center
Zoon Wangu, MD; Associate Professor of Pediatrics, UMass Chan Medical School; Attending Physician, Division of Pediatric Infectious Diseases & Immunology, UMass Memorial Children’s Medical Center; Clinical Faculty, Ratelle STD/HIV Prevention Training Center
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CE ORIGINATION DATE: May 20, 2024
CE EXPIRATION DATE: May 20, 2026
HARDWARE/SOFTWARE: Computer Hardware; Internet Connection; Browser
MATERIALS: None
TARGET AUDIENCE: Physicians, Registered Nurses, Advanced Practice Nurses, Certified Health Educators, Licensed Practical/Vocational Nurses, Medical Assistants, Other Health Educators, Pharmacists, Physician Assistants, Community Health Workers
PREREQUISITES: Experience with patient care; otherwise, no prerequisites required.
FORMAT: This activity is Web-based.
CONTACT INFORMATION: National Network of STD Clinical Prevention Training Centers Email: info@nnptc.org Phone: 303-602-3620
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, National Network of STD Clinical Prevention Training Centers, and National Association of County and City Health Officials. 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.
AAPA CME: Credit Designation Statement – Enduring Materials
The Centers for Disease Control and Prevention has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credit for activities planned in accordance with AAPA CME Criteria. This activity is designated for (0.5) AAPA Category 1 CME credits. Approval is valid until {May 20, 2026}.PAs should only claim credit commensurate with the extent of their participation.
CNE: The Centers for Disease Control and Prevention designates this activity for (0.5) nursing contact hours.
CPE: The Centers for Disease Control and Prevention designated this (Knowledge-based) event for pharmacists to receive (0.05) CEUs in pharmacy education. The Universal Activity Number is JA4008229-9999-24-054-H08-P
After credit is claimed, an unofficial statement of credit is immediately available on CDC TRAIN. Official credit will be uploaded within 60 days on the NABP/CPE Monitor.
CEU: The Centers for Disease Control and Prevention is authorized by IACET to offer (0.1) CEU's for this program.
CECH: Sponsored by the Centers for Disease Control and Prevention, a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to (0.5) total Category I continuing education contact hours. Maximum advanced level continuing education contact hours available are (0.5). Continuing Competency credits available are (0.5). CDC provider number 98614.
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 content experts wish to disclose they have no financial relationship(s) with ineligible companies with the exception of Dr. Ard and he wishes to disclose he receives in-kind research support from Binx Health and royalties from McGraw Hill and UpToDate; and Dr. Wangu and she wishes to disclose she receives royalties from UpToDate, DynaMed, and Elsevier.
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.
If CEU only, Joint Provider: The Centers for Disease Control and Prevention, National Network of STD Clinical Prevention Training Centers (NNPTC) and National Association of County and City Health Officials (NACCHO) are jointly providing the CEUs for this activity.
CDC did not accept financial or in-kind support from ineligible companies for this continuing education activity.
Instructions for Obtaining Continuing Education (CE)
To receive continuing education (CE) for WB4815(SC)A Introduction and Discussing Sexual Health with Patients Module 1 Series: College Health Module 1A please visit CDC TRAIN and search for the course in the Course Catalog using WB4815-052024A. Follow the steps below by 05/20/2026.
- Register for and complete the course.
- Pass the post-assessment at 80%.
- Complete the evaluation.
- Visit Your Learning to access your certificates and transcript.
FEES: No fees are charged for CDC’s CE activities.
ACKNOWLEDGMENTS
Content Lead:
Zoon Wangu, MD, FAAP (she/her)
Associate Professor of Pediatrics, Division of Pediatric Infectious Diseases & Immunology, UMass Chan Medical School & UMass Memorial Children's Medical Center
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Contributors:
Kevin L. Ard, MD, MPH (he/him)
Assistant Professor of Medicine, Harvard Medical School
Director, Sexual Health Clinic, Massachusetts General Hospital
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Philana Liang, PA-C, MPH, SAFE (she/her)
Division of Infectious Diseases, Washington University School of Medicine
Core Program Manager, St. Louis STI/HIV Prevention Training Center
Alison Marshall, PhD, FNP-C, RN (she/her)
Boston College Connell School of Nursing
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Tamara Ooms, RN, MS, FNP (she/her)
University of California San Francisco Bixby Center for Global Reproductive Health
Clinical Faculty and Program Manager, California Prevention Training Center
Duran Rutledge, BA (he/him)
Capacity Building Assistance Trainer and Technical Assistance Specialist, California Prevention Training Center
Katherine Yang, PharmD, MPH (she/her)
Co-Vice Dean, Clinical Innovation and Entrepreneurship
Professor, University of California San Francisco School of Pharmacy
Infectious Diseases Clinical Pharmacist, University of California San Francisco Medical Center
Acknowledgements:
- Suzanne M. Swierc, MPH, CHES (she/her), Director of Health Promotion & Advocacy, Ball State University, Muncie, IN
- Melissa A. Habel, MPH (she/her), Strategic Partnerships and Planning Lead, Division of STD Prevention, Centers for Disease Control and Prevention
- Rebekah Horowitz, JD, MPH (she/her), Director of STI Programs, National Association of County and City Health Officials
Disclosures:
Our content experts wish to disclose they have no financial relationship(s) with ineligible companies with the exception of Drs. Ard and Wangu. Dr. Ard receives in-kind research support from Binx Health and royalties from McGraw Hill and UpToDate. Dr. Wangu receives royalties from UpToDate, DynaMed, and Elsevier. All relevant financial relationships listed for these individuals have been mitigated.
College Health
College Health Module 2A: Creating an Environment of Equitable Care
This module developed collaboratively by the National Network of STD Clinical Prevention Training Centers and National Association of County & City Health Officials discusses the concept of gender diversity and needs of LGBTQ+ youth, medical mistrust and equity gaps, creating a welcoming environment on campus, and unique aspects of STI care for college students including minors.
This module is part of the College Health – Sexual Health Delivery series. Modules include:
Module 1A - Introduction and Discussing Sexual Health with Patients
Module 2A - Creating an Environment of Equitable Care
Module 3A - STI Diagnosis and Testing
Module 4A - HIV Testing for Non-Traditional Settings
Module 5A - STI Treatment
Module 6A - STI/HIV Prevention
CONTINUING EDUCATION INFORMATION
PROGRAM DESCRIPTION: This enduring activity is designed for providers to develop skills in discussing sexual health with patients with focus on healthy relationships and treatment approaches specifically in college health, retail/urgent care and tribal health.
OBJECTIVES:
At the conclusion of the session, the participant should be able to:
1. Explain the concept of gender diversity (college health)
2. Explain the needs of LGBTQ+ youth (college health)
3. Discuss how health equity issues impact patient care (college health)
4. Identify special circumstances surrounding STI testing and treatment of different age groups (college health)
5. Describe one way that this educational activity will improve my contribution as a team member
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FACULTY/ CREDENTIALS:
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Kevin L. Ard, MD, MPH; Director, Sexual Health Clinic, Massachusetts General Hospital,
Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Harvard Medical School
Philana Liang, PA-C, MPH, MSHS, SAFE; Physician Assistant/ Core Program Manager, St. Louis STD/HIV Prevention Training Center, Washington University St. Louis
Alison O. Marshall, PhD, FNP-C, RN; Faculty, Ratelle STD/HIV Prevention Training Center, Assistant Professor of the Practice, Boston College School of Nursing
Tamara Ooms, RN, MS, FNP-C; Clinical Faculty, Program Manager, California STD/HIV Prevention Training Center, University of California, San Francisco
Duran Rutledge, BA; Capacity Building Assistance Trainer/Technical Assistance Specialist, California STD/HIV Prevention Training Center, University of California, San Francisco
Katherine Yang, PharmD, MPH; Professor and CO-Vice Dean of Clinical Innovation and Entrepreneurship, University of California, San Francisco School of Pharmacy, University of California, Infectious Diseases Clinical Pharmacist, San Francisco Medical Center
Zoon Wangu, MD; Associate Professor of Pediatrics, UMass Chan Medical School; Attending Physician, Division of Pediatric Infectious Diseases & Immunology, UMass Memorial Children’s Medical Center; Clinical Faculty, Ratelle STD/HIV Prevention Training Center
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CE ORIGINATION DATE: May 20, 2024
CE EXPIRATION DATE: May 20, 2026
HARDWARE/SOFTWARE: Computer Hardware; Internet Connection; Browser
MATERIALS: None
TARGET AUDIENCE: Physicians, Registered Nurses, Advanced Practice Nurses, Certified Health Educators, Licensed Practical/Vocational Nurses, Medical Assistants, Other Health Educators, Pharmacists, Physician Assistants, Community Health Workers
PREREQUISITES: Experience with patient care; otherwise, no prerequisites required.
FORMAT: This activity is Web-based.
CONTACT INFORMATION: National Network of STD Clinical Prevention Training Centers Email: info@nnptc.org Phone: 303-602-3620
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, National Network of STD Clinical Prevention Training Centers, and National Association of County and City Health Officials. 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.
AAPA CME: Credit Designation Statement – Enduring Materials
The Centers for Disease Control and Prevention has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credit for activities planned in accordance with AAPA CME Criteria. This activity is designated for (0.5) AAPA Category 1 CME credits. Approval is valid until {May 20, 2026}.PAs should only claim credit commensurate with the extent of their participation.
CNE: The Centers for Disease Control and Prevention designates this activity for (0.5) nursing contact hours.
CPE: The Centers for Disease Control and Prevention designated this (Knowledge-based) event for pharmacists to receive (0.05) CEUs in pharmacy education. The Universal Activity Number is JA4008229-9999-24-054-H08-P
After credit is claimed, an unofficial statement of credit is immediately available on CDC TRAIN. Official credit will be uploaded within 60 days on the NABP/CPE Monitor.
CEU: The Centers for Disease Control and Prevention is authorized by IACET to offer (0.1) CEU's for this program.
CECH: Sponsored by the Centers for Disease Control and Prevention, a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to (0.5) total Category I continuing education contact hours. Maximum advanced level continuing education contact hours available are (0.5). Continuing Competency credits available are (0.5). CDC provider number 98614.
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 content experts wish to disclose they have no financial relationship(s) with ineligible companies with the exception of Dr. Ard and he wishes to disclose he receives in-kind research support from Binx Health and royalties from McGraw Hill and UpToDate; and Dr. Wangu and she wishes to disclose she receives royalties from UpToDate, DynaMed, and Elsevier.
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.
If CEU only, Joint Provider: The Centers for Disease Control and Prevention, National Network of STD Clinical Prevention Training Centers (NNPTC) and National Association of County and City Health Officials (NACCHO) are jointly providing the CEUs for this activity.
CDC did not accept financial or in-kind support from ineligible companies for this continuing education activity.
Instructions for Obtaining Continuing Education (CE)
To receive continuing education (CE) for WB4817A Creating an Environment of Equitable Care Module 2 Series: College Health Module 2A please visit CDC TRAIN and search for the course in the Course Catalog using WB4817-052024A. Follow the steps below by 05/20/2026.
- Register for and complete the course.
- Pass the post-assessment at 80%.
- Complete the evaluation.
- Visit Your Learning to access your certificates and transcript.
FEES: No fees are charged for CDC’s CE activities.
ACKNOWLEDGMENTS
Content Lead:
Zoon Wangu, MD, FAAP (she/her)
Associate Professor of Pediatrics, Division of Pediatric Infectious Diseases & Immunology, UMass Chan Medical School & UMass Memorial Children's Medical Center
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Contributors:
Kevin L. Ard, MD, MPH (he/him)
Assistant Professor of Medicine, Harvard Medical School
Director, Sexual Health Clinic, Massachusetts General Hospital
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Philana Liang, PA-C, MPH, SAFE (she/her)
Division of Infectious Diseases, Washington University School of Medicine
Core Program Manager, St. Louis STI/HIV Prevention Training Center
Alison Marshall, PhD, FNP-C, RN (she/her)
Boston College Connell School of Nursing
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Tamara Ooms, RN, MS, FNP (she/her)
University of California San Francisco Bixby Center for Global Reproductive Health
Clinical Faculty and Program Manager, California Prevention Training Center
Duran Rutledge, BA (he/him)
Capacity Building Assistance Trainer and Technical Assistance Specialist, California Prevention Training Center
Katherine Yang, PharmD, MPH (she/her)
Co-Vice Dean, Clinical Innovation and Entrepreneurship
Professor, University of California San Francisco School of Pharmacy
Infectious Diseases Clinical Pharmacist, University of California San Francisco Medical Center
Acknowledgements:
- Suzanne M. Swierc, MPH, CHES (she/her), Director of Health Promotion & Advocacy, Ball State University, Muncie, IN
- Melissa A. Habel, MPH (she/her), Strategic Partnerships and Planning Lead, Division of STD Prevention, Centers for Disease Control and Prevention
- Rebekah Horowitz, JD, MPH (she/her), Director of STI Programs, National Association of County and City Health Officials
Disclosures:
Our content experts wish to disclose they have no financial relationship(s) with ineligible companies with the exception of Drs. Ard and Wangu. Dr. Ard receives in-kind research support from Binx Health and royalties from McGraw Hill and UpToDate. Dr. Wangu receives royalties from UpToDate, DynaMed, and Elsevier. All relevant financial relationships listed for these individuals have been mitigated.
This course will cover screening for and treatment of syphilis in pregnant people, and prevention, evaluation, and treatment of congenital syphilis in infants using evidence-based best practices, case studies, and interactivity.
At the conclusion of the session, the participant should be able to:
- Describe how to diagnose and treat syphilis in a pregnant person.
- Describe how to diagnose and treat congenital syphilis in infants.
- Describe the importance of interprofessional collaboration in preventing, screening for, and treating congenital syphilis.
FACULTY/CREDENTIALS:
Josh Klein, BA, Program Coordinator, New York Presbyterian Hospital
Gowri Nagendra, MPH, Program Director, New York City STD Prevention Training Center
Natalie Neu, MD MPH, Medical Director, NYC STD Prevention Training Center; Associate Professor of Pediatrics/ Fellowship Director, Columbia University Medical Center Pediatric Infectious Disease
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: August 1, 2023
EXPIRATION DATE: August 1, 2025
HARDWARE/SOFTWARE: Computer Hardware; Internet Connection; Browser
MATERIALS: None
TARGET AUDIENCE: Physicians, Nurse Practitioners, Physician Assistants, Registered Nurses, and other healthcare professionals who provide clinical care for patients with STIs.
PREREQUISITES: The audience should provide clinical care for patients with STIs.
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 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.
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.
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.
FACULTY/CREDENTIALS:
Alwyn Cohall, MD, Principal Investigator, New York City STD Prevention Training Center; Professor of Public Health and Pediatrics, Columbia University Medical Center
Gowri Nagendra, MPH, Program Director, New York City STD Prevention Training Center
Jessica Steinke, MPH, Senior Program Manager, New York City STD Prevention Training Center
ORIGINATION DATE: August 1, 2023
EXPIRATION DATE: August 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 take sexual histories.
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 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:
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.
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:
|
|
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.
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.
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:
-
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.
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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.
Retail Health/Urgent Care
Retail Health/Urgent Care Module 1: Series Introduction and Discussing Sexual Health with Patients
This module developed collaboratively by the National Network of STD Clinical Prevention Training Centers and National Association of County & City Health Officials reviews how Retail Health and Urgent Care providers can approach conversations about sexual health with patients, including trauma-informed care and consent.
Content Lead:
Zoon Wangu, MD, FAAP (she/her)
Associate Professor of Pediatrics, Division of Pediatric Infectious Diseases & Immunology, UMass Chan Medical School & UMass Memorial Children's Medical Center
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Contributors:
Kevin L. Ard, MD, MPH (he/him)
Assistant Professor of Medicine, Harvard Medical School
Director, Sexual Health Clinic, Massachusetts General Hospital
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Philana Liang, PA-C, MPH, SAFE (she/her)
Division of Infectious Diseases, Washington University School of Medicine
Core Program Manager, St. Louis STI/HIV Prevention Training Center
Alison Marshall, PhD, FNP-C, RN (she/her)
Boston College Connell School of Nursing
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Tamara Ooms, RN, MS, FNP (she/her)
University of California San Francisco Bixby Center for Global Reproductive Health
Clinical Faculty and Program Manager, California Prevention Training Center
Duran Rutledge, BA (he/him)
Capacity Building Assistance Trainer and Technical Assistance Specialist, California Prevention Training Center
Katherine Yang, PharmD, MPH (she/her)
Co-Vice Dean, Clinical Innovation and Entrepreneurship
Professor, University of California San Francisco School of Pharmacy
Infectious Diseases Clinical Pharmacist, University of California San Francisco Medical Center
Acknowledgements:
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Nathan A. Bronstein, MPA, MsED, MSSP (he/him), Chief Operating Officer, Convenient Care Association
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Rebekah Horowitz, JD, MPH (she/her), Director of STI Programs, National Association of County and City Health Officials
Disclosures:
Our content experts wish to disclose they have no financial relationship(s) with ineligible companies with the exception of Drs. Ard and Wangu. Dr. Ard receives in-kind research support from Binx Health and royalties from McGraw Hill and UpToDate. Dr. Wangu receives royalties from UpToDate, DynaMed, and Elsevier. All relevant financial relationships listed for these individuals have been mitigated.
Retail Health/Urgent Care
Retail Health/Urgent Care Module 2: Creating an Environment of Equitable Care
This module developed collaboratively by the National Network of STD Clinical Prevention Training Centers and National Association of County & City Health Officials discusses the concept of gender diversity and needs of LGBTQ+ patients, medical mistrust and equity gaps, and unique aspects of STI care for minors.
Content Lead:
Zoon Wangu, MD, FAAP (she/her)
Associate Professor of Pediatrics, Division of Pediatric Infectious Diseases & Immunology, UMass Chan Medical School & UMass Memorial Children's Medical Center
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Contributors:
Kevin L. Ard, MD, MPH (he/him)
Assistant Professor of Medicine, Harvard Medical School
Director, Sexual Health Clinic, Massachusetts General Hospital
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Philana Liang, PA-C, MPH, SAFE (she/her)
Division of Infectious Diseases, Washington University School of Medicine
Core Program Manager, St. Louis STI/HIV Prevention Training Center
Alison Marshall, PhD, FNP-C, RN (she/her)
Boston College Connell School of Nursing
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Tamara Ooms, RN, MS, FNP (she/her)
University of California San Francisco Bixby Center for Global Reproductive Health
Clinical Faculty and Program Manager, California Prevention Training Center
Duran Rutledge, BA (he/him)
Capacity Building Assistance Trainer and Technical Assistance Specialist, California Prevention Training Center
Katherine Yang, PharmD, MPH (she/her)
Co-Vice Dean, Clinical Innovation and Entrepreneurship
Professor, University of California San Francisco School of Pharmacy
Infectious Diseases Clinical Pharmacist, University of California San Francisco Medical Center
Acknowledgements:
-
Nathan A. Bronstein, MPA, MsED, MSSP (he/him), Chief Operating Officer, Convenient Care Association
-
Rebekah Horowitz, JD, MPH (she/her), Director of STI Programs, National Association of County and City Health Officials
Disclosures:
Our content experts wish to disclose they have no financial relationship(s) with ineligible companies with the exception of Drs. Ard and Wangu. Dr. Ard receives in-kind research support from Binx Health and royalties from McGraw Hill and UpToDate. Dr. Wangu receives royalties from UpToDate, DynaMed, and Elsevier. All relevant financial relationships listed for these individuals have been mitigated.
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.
Tribal Health
Tribal Health Module 1: Series Introduction and Discussing Sexual Health with Patients
This module developed collaboratively by the National Network of STD Clinical Prevention Training Centers and National Association of County & City Health Officials reviews how Tribal Health providers can approach conversations about sexual health with patients, including trauma-informed care, historical and intergenerational trauma, and a holistic and culturally-sensitive approach to health.
Content Lead:
Zoon Wangu, MD, FAAP (she/her)
Associate Professor of Pediatrics, Division of Pediatric Infectious Diseases & Immunology, UMass Chan Medical School & UMass Memorial Children's Medical Center
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Contributors:
Kevin L. Ard, MD, MPH (he/him)
Assistant Professor of Medicine, Harvard Medical School
Director, Sexual Health Clinic, Massachusetts General Hospital
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Philana Liang, PA-C, MPH, SAFE (she/her)
Division of Infectious Diseases, Washington University School of Medicine
Core Program Manager, St. Louis STI/HIV Prevention Training Center
Alison Marshall, PhD, FNP-C, RN (she/her)
Boston College Connell School of Nursing
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Tamara Ooms, RN, MS, FNP (she/her)
University of California San Francisco Bixby Center for Global Reproductive Health
Clinical Faculty and Program Manager, California Prevention Training Center
Duran Rutledge, BA (he/him)
Capacity Building Assistance Trainer and Technical Assistance Specialist, California Prevention Training Center
Katherine Yang, PharmD, MPH (she/her)
Co-Vice Dean, Clinical Innovation and Entrepreneurship
Professor, University of California San Francisco School of Pharmacy
Infectious Diseases Clinical Pharmacist, University of California San Francisco Medical Center
Acknowledgements:
- Jessica Leston (Tsimshian), MPH (she/her), The Raven Collective
- Madalene Mandap, PharmD, BCPS, CPH, AAHIVE (she/her), Integrated Pharmacist, Southcentral Foundation, Anchorage, AK
- Rebekah Horowitz, JD, MPH (she/her), Director of STI Programs, National Association of County and City Health Officials
Disclosures:
Our content experts wish to disclose they have no financial relationship(s) with ineligible companies with the exception of Drs. Ard and Wangu. Dr. Ard receives in-kind research support from Binx Health and royalties from McGraw Hill and UpToDate. Dr. Wangu receives royalties from UpToDate, DynaMed, and Elsevier. All relevant financial relationships listed for these individuals have been mitigated.
Tribal Health
Tribal Health Module 2: Creating an Environment of Equitable Care
This module developed collaboratively by the National Network of STD Clinical Prevention Training Centers and National Association of County & City Health Officials discusses the concept of gender diversity and needs of two-spirit (2S) and LGBTQ+ patients, medical mistrust and equity gaps, and unique aspects of STI care for minors.
Content Lead:
Zoon Wangu, MD, FAAP (she/her)
Associate Professor of Pediatrics, Division of Pediatric Infectious Diseases & Immunology, UMass Chan Medical School & UMass Memorial Children's Medical Center
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Contributors:
Kevin L. Ard, MD, MPH (he/him)
Assistant Professor of Medicine, Harvard Medical School
Director, Sexual Health Clinic, Massachusetts General Hospital
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Philana Liang, PA-C, MPH, SAFE (she/her)
Division of Infectious Diseases, Washington University School of Medicine
Core Program Manager, St. Louis STI/HIV Prevention Training Center
Alison Marshall, PhD, FNP-C, RN (she/her)
Boston College Connell School of Nursing
Clinical Faculty, Sylvie Ratelle STD/HIV Prevention Training Center, Massachusetts Department of Public Health
Tamara Ooms, RN, MS, FNP (she/her)
University of California San Francisco Bixby Center for Global Reproductive Health
Clinical Faculty and Program Manager, California Prevention Training Center
Duran Rutledge, BA (he/him)
Capacity Building Assistance Trainer and Technical Assistance Specialist, California Prevention Training Center
Katherine Yang, PharmD, MPH (she/her)
Co-Vice Dean, Clinical Innovation and Entrepreneurship
Professor, University of California San Francisco School of Pharmacy
Infectious Diseases Clinical Pharmacist, University of California San Francisco Medical Center
Acknowledgements:
- Jessica Leston (Tsimshian), MPH (she/her), The Raven Collective
- Madalene Mandap, PharmD, BCPS, CPH, AAHIVE (she/her), Integrated Pharmacist, Southcentral Foundation, Anchorage, AK
- Rebekah Horowitz, JD, MPH (she/her), Director of STI Programs, National Association of County and City Health Officials
Disclosures:
Our content experts wish to disclose they have no financial relationship(s) with ineligible companies with the exception of Drs. Ard and Wangu. Dr. Ard receives in-kind research support from Binx Health and royalties from McGraw Hill and UpToDate. Dr. Wangu receives royalties from UpToDate, DynaMed, and Elsevier. All relevant financial relationships listed for these individuals have been mitigated.
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.
FACULTY/CREDENTIALS:
Alexandra Filipkowski, BS, MPH candidate (’24), Intern, New York City STD Prevention Training Center
Natalie Neu, MD MPH, Medical Director, NYC STD Prevention Training Center; Associate Professor of Pediatrics/ Fellowship Director, Columbia University Medical Center Pediatric Infectious Disease
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: April 1, 2024
EXPIRATION DATE: April 1, 2026
HARDWARE/SOFTWARE: Computer Hardware; Internet Connection; Browser
MATERIALS: None
TARGET AUDIENCE: Physicians, Nurse Practitioners, Physician Assistants, Registered Nurses, and other healthcare professionals
PREREQUISITES: Intended for clinicians who provide clinical care for patients with STIs.
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/HIV 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 0.75 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 0.75 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 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)
Instructions for claiming CE are provided at the end 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.