Pediatric Grand Rounds Webinar (CME): Using COVID-19 Epidemiology to Understand When and How to Return to School
Yvonne (Bonnie) Maldonado, MD - Stanford School of Medicine
Fundamental adherence to public health practices designed to migitate infection are reasonably well-known and can be implemented both in school and the workplace. We will review what is known and where we still have knowledge gaps as we return to school.
Yvonne (Bonnie) Maldonado, MD
Senior Associate Dean for Faculty Development and Diversity
Professor of Pediatrics and of Epidemiology and Population Health
Chief, Division of Pediatric Infectious Diseases
Stanford School of Medicine
Medical Director, Infection Prevention and Control and Attending Physician
Lucile Packard Children's Hospital at Stanford
The SARS-CoV2 virus and related COVID-19 pandemic have resulted in shutdown of schools and workplaces throughout the world. As the pandemic evolves and states and cities work to return to normal activities, guidance on how to safely open schools and keep them open and effective is not clear. Infection and disease characteristics among children are still unclear, as is the risk of potential asymptomatic transmission from children to adults. The extent of disease manifestations among children are also not well known. However, fundamental adherence to public health practices designed to migitate infection are reasonably well-known and can be implemented both in school and the workplace. We will review what is known and where we still have knowledge gaps as we return to work and school.
- To understand SARS-CoV2 and COVID-19 and how it is transmitted in the school and work setting
- To develop tools to mitigate risk of SARS-CoV2 in school and work settings
- To implement ways to measure risk of SARS-CoV2 transmission in school and work settings
The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.
The Stanford University School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Cultural and Linguistic Competency
California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal: http://lane.stanford.edu/portals/cultural.html
Planner and Faculty Disclosure to Learners
In accordance with the standards of the Accreditation Council for Continuing Medical Education (ACCME), all speakers, planners and/or persons who can influence the CME content must disclose to learners any relationships with commercial interests providing products or services that are relevant to the content of the presentation. The following individual(s) HAVE indicated the following relationships:
Bertil Glader, MD
Contracted Research: Agios
The following speakers, planning committee members and/or persons who can influence CME content have indicated they have NO relationships with commercial industry to disclose relevant to the content of this CME activity:
Alan Schroeder, MD, Associate Chief for Research, Division of Pediatric Hospital Medicine
Mary Leonard, MD, MSCE, Chair Department of Pediatrics
Matthew Porteus, MD, PhD, Associate Professor, Division of Stem Cell Transplantation and Regenerative Medicine
Neville H. Golden, MD, Chief, Division of Adolescent Medicine
Lisa Chamberlain, MD, MPH, Professor, General Pediatrics
Minnie Dasgupta, MD, Chief Resident, Pediatric Residency Program
Yvonne Maldonado, MD