To date, the outbreak of the novel coronavirus (COVID-19) has infected more than 5 million people and caused around 350 000 deaths globally. In most countries, the world as we knew it came to a sudden stop and this led to the biggest shift of employees to remotely conduct their work. Academic institutions were extensively affected, as teaching and assessment activities were hampered, and graduation ceremonies were cancelled. In addition, there was an imminent disruption in academic and research activities including face-to-face conferences and conventions. Among many challenges, academics had to grapple to remain engaged professionally and socially with students and colleagues. Digital technology being an integral part of life has become essential for connectivity and communication. In this commentary, multidisciplinary academics from Kuwait and Saudi Arabia share perspectives and experiences in adapting to the COVID-19 reality. From healthcare sciences to engineering, and from business to education, this paper highlights the role academics play in combating professional and social challenges during COVID-19.

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Objective: To assess the impact of a bimodal workshop on pharmacy students’ ability to perform asthma first aid (AFA) and their preferred method of learning. Method: Pharmacy students from the Applied Science University (ASU) in Amman, Jordan were invited to participate in an AFA training workshop, comprised of an online training course and simulation by role-play. Students were randomly allocated to one of two groups to start with either a simulation-based session or an interactive online course. After completion of the first session, groups were switched. Student ability to perform AFA was assessed by role-play using an AFA checklist. Students’ preferences on methods of learning were investigated by evaluation forms and focus group discussion using a semi-structured survey. Results: Fifty students enrolled in the study, 35 (70%) completed the evaluation forms on self-perceived confidence and overall satisfaction with the workshop. Performance in the role-played scenarios was not significantly correlated to whether students received the online training prior to assessment. Students (n=35, 97%) agreed the AFA workshop increased their knowledge and confidence in managing a patient experiencing asthma exacerbation. When asked about their preferred method of learning, 77% stated a combination of online coursework and role-play. Conclusion: Students valued the novelty of combining learning methods, and hands-on training was perceived as necessary to consolidate knowledge into practice. Thus, blended learning was preferred by pharmacy students attending ASU in Jordan for learning how to perform AFA, and their performance was not affected by the mode of learning in this study.

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Objective. To explore pharmacy stakeholders' perspectives in the Eastern Mediterranean Region (EMR) on pharmacy education and quality assurance. Method. Thirty-two interviews were conducted with professionals from 15 EMR countries, exploring pharmacy education in the region. Themes were mapped to the five pillars of the International Pharmaceutical Federation's Global Framework on Quality Assurance of Pharmacy Education. Results. Nine challenges were identified across the framework on country-, institution-, and facultylevel. These challenges were political-socioeconomic instability; limited accreditation and quality assurance measures; insufficient engagement of professional organizations; disconnect between academia, practice and regulatory sectors; curricula shortcomings; skills-gaps; absence of competency frameworks; inconsistencies in pre-registration training; and professional development mechanisms. Conclusion.Vast inter-/intra-regional variability in pharmacy education and quality assurance measures was revealed. The lack of pharmacy-specific national/regional competency frameworks and quality assurance systems has implications for stakeholders in the profession. Progress in this area is crucial for pharmacy education in the EMR.