COVID-19 Curriculum
  • Medical Student COVID-19 Curriculum
  • Curriculum Overview
    • Cases
    • One-Page Summaries
  • About Us
  • Translations
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  • Module 1: From Bench to Bedside
    • Basic Virology and Immunology
    • Diagnosis of COVID-19
    • Management of COVID-19
    • Investigational Therapeutics & Vaccine Development
    • Graphic Summary & Concept Videos
  • Module 2: Epidemiology Principles
    • Introduction to Epidemiological Terms
    • Where Are We Now?
    • Where Will We Be Next?
    • Approaches to Long-Term Planning
    • Case Study: 1918 Influenza Pandemic
    • Case Study: 2009 H1N1 Pandemic
    • Case Study: South Korea 2020
    • Graphic Summary
  • Module 3: Health Disparities, Policy Changes, and Socioeconomic Effects in the U.S.
    • Social-Ecological Model for Understanding Differential Impact of COVID-19
    • Health Disparities in COVID Outcomes
    • COVID-19 among Populations in Correctional Facilities
    • Overview of U.S. Health Policy Responses to COVID-19
    • United States Federal Health Policy Response Details
    • State Responses to COVID-19: Selected Case Studies
    • Implications for the Healthcare System Beyond COVID-19 Patients
    • Socioeconomic Ramifications in the United States
    • Summary
  • Module 4: Mental Health in the Time of COVID-19
    • The Biopsychosocial Framework
    • Special Considerations for At-Risk Populations
    • Evolving Clinical Practices in Mental Healthcare
    • Summary
  • Module 5: Communicating Information about COVID-19
    • Skillset Review
    • Science Communication and Misinformation
    • Advance Care Planning
    • Cultural Humility & Meeting People Where They Are
    • Sustaining Constructive Behaviors Over Time
    • Activity: Putting it to Practice
    • Summary
  • Module 6: Training for Potential Clinical Roles
    • Current Medical Student Involvement
    • Personal Protective Equipment
    • Telehealth
    • Being Mindfully Hygienic
    • Triage
    • Mechanical Ventilation: The Basics
    • Care for Self and Others During Crisis
    • Summary
  • Module 7: Global Innovation and Collaboration
    • Staff
    • Stuff
    • Space
    • Systems
      • Risk Communication Strategies
      • Effective Vaccination Protocols
    • Refugee and Migrant Health Case Study
  • Module 8: Medical Ethics in Relation to COVID-19
    • Overview of U.S. Medical Ethics
    • Principles of Allocation
    • Resource Distribution
    • Vulnerable Populations
    • Commitment of Healthcare Professionals and Trainees During Crisis
    • Clinical Trials, Research, and Treatments
    • Public Health
    • Summary
  • COVID-19 Student Response Website
  • Podcast: Antiviral
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  1. Module 5: Communicating Information about COVID-19

Activity: Putting it to Practice

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Last updated 4 years ago

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Now that we’ve reviewed several approaches to empathetically communicate across differences and share difficult information in the context of and , identify a real person in your life whom you’ve noticed may benefit from a conversation about COVID-19. Reach out.

Remember that in today’s world, there are many ways to do so. Some ideas:

  • Direct message someone who has posted something on social media about COVID-19 that you disagree with. Start exploratively: “I saw your post yesterday and was curious about what you meant by…”

  • Call a friend or family member who may be overwhelmed by the facts around COVID-19 and communicate such information while being attentive to their emotions and concerns.

During that conversation, consider your new frameworks. Reflect on the “identity conversation” from the Difficult Conversations formulation. Think about where they are coming from–what factors might affect why they are behaving or speaking the way they are? Consider the Prochaska’s Stages of Change model and personalize your approach when encouraging them to make changes to their daily life, such as cancelling social gatherings (as you would for ) or accepting temporary help with daily activities (like for ).

Let’s imagine that you have a chance to speak with Brian and engage in some motivational interviewing. Together, you explore ways for him to spend his time besides going out with friends. He mentions his grandmother, and, in time, makes a habit of talking with her every couple days. She, in turn, begins to feel comfortable with Brian and even asks if he would be willing to go out and shop for her groceries next week. Thanks to your empathetic counseling, both our characters find ways to make important changes to their lives, while staying in touch with one another via FaceTime and supporting each other through this difficult time.

To help you with these conversations, our classmates have compiled a number of resources intended for public audiences without medical training, provided below for reference.

  • FAQ documents: (updated September 2020)

  • One-page guides: (updated June 2020)

Brian
Diane
Brian
Diane
CDC FAQ section
"What you should know about COVID-19 to protect yourself and others"