The Coronavirus Disease (COVID-19) Pandemic
Course #54151 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
Widespread outbreaks of novel (new) coronavirus infection have occurred in each of the past two decades, and the current outbreak poses the third threat of a severe novel coronavirus epidemic on a global scale. In response to a 13-fold increase in the number of reported cases within the span of two weeks and active cases in more than 100 countries, the WHO reached a decision that the COVID-19 outbreak should be characterized as a pandemic. After three years, the global COVID-19 disease burden totaled more than 659 million confirmed cases and more than 6.6 million deaths, of which 100 million cases and 1 million deaths were in the United States. COVID-19 continues to affect the public and patient populations in all settings.
- BACKGROUND
- THE 2019–2020 NOVEL CORONAVIRUS OUTBREAK: A GLOBAL THREAT
- CLINICAL MANIFESTATIONS OF COVID-19
- COVID-19 IN CHILDREN
- DIAGNOSTIC TESTING FOR SARS-COV-2
- COVID-19 TREATMENT OPTIONS
- COVID-19 VACCINES
- TRANSMISSION DYNAMICS AND MITIGATION MEASURES
- GLOBAL PUBLIC HEALTH CONCERNS AND WHO RESPONSE
- OTHER AVAILABLE RESOURCES
- Works Cited
This course is designed for dental professionals who may identify or educate patients regarding coronavirus infection.
The purpose of this course is to provide dental professionals an overview of the 2019–2020 global outbreak of novel human coronavirus (SARS-CoV-2) infection, including background epidemiology, clinical features, mode of transmission, epidemic potential, and the clinical and public health measures recommended to limit spread of infection and control the outbreak.
Upon completion of this course, you should be able to:
- Differentiate between the common, ubiquitous strains of human coronavirus and novel (outbreak) strains with respect to epidemiology, modes of transmission, spectrum of illness, and public health implications.
- Recognize clinical manifestations of acute COVID-19 and the "long COVID" syndrome, and anticipate systemic complications of severe disease in those with known risk factors.
- Implement guideline recommendations for diagnostic testing and management of patients with recent exposure, newly diagnosed, or suspected COVID-19.
- Discuss the dynamics of SARS-CoV-2 transmission and advise patients as to preventive measures (e.g., social distancing, masking) and the role of COVID-19 vaccines, giving special attention to those at risk for severe disease.
- Explain public health implications of emerging SARS-CoV-2 variants, including benefits and limitations of natural, vaccine, and hybrid immunity.
John M. Leonard, MD, Professor of Medicine Emeritus, Vanderbilt University School of Medicine, completed his post-graduate clinical training at the Yale and Vanderbilt University Medical Centers before joining the Vanderbilt faculty in 1974. He is a clinician-educator and for many years served as director of residency training and student educational programs for the Vanderbilt University Department of Medicine. Over a career span of 40 years, Dr. Leonard conducted an active practice of general internal medicine and an inpatient consulting practice of infectious diseases.
Contributing faculty, John M. Leonard, MD, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Mark J. Szarejko, DDS, FAGD
The division planner has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.