Does the COVID-19 Pandemic Spell the End for the Direct Ophthalmoscope?

SARS-CoV-2 and the Eyes: A Review of the Literature on Transmission, Detection, and Ocular Manifestations

During the coronavirus disease 2019 (COVID-19) pandemic, numerous reports of ocular anomalies occurring in patients infected with severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) have emerged. The most frequently reported pathology is conjunctivitis, which may be the first or only clinical manifestation of the disease. Involvement of SARS-CoV-2 in development of alterations in other ocular structures was suggested, including the cornea, the retina, and blood vessels. Possible mechanisms include direct activity of the viral agent, as well as systemic inflammatory response with accompanying thromboembolic complications. Genetic material of SARS-CoV-2 was detected in ocular secretions of infected individuals, including asymptomatic patients. Moreover, angiotensin-converting enzyme 2 (ACE2), a receptor protein used by the virus to enter the cell, has been found on the surface of various structures of the eye, which indicates a risk of transmission through ocular tissues. Therefore, it is crucial to use eye protection by medical professionals having contact with potentially infected patients. This paper is a review of the literature regarding ocular manifestations of SARS-CoV-2 infection and a summary of the current state of knowledge about possibility of transmission from an ophthalmology point of view. For data collection, a thorough PubMed search was performed, using the key words: "COVID ocular", "COVID eye", "SARS-CoV-2 ocular", and "SARS-CoV-2 eye". Conclusions: SARS-CoV-2 infection may manifest itself in various ocular conditions. Eye protection should not be neglected, as recent studies suggest the eye as a potential route of transmission. Further search for adequate safety measures in ophthalmology practice is required.

Twelve Tips for Re-imagining Problem-based Learning in Medical Education for the COVID-19 Era and Beyond

This article was migrated. The article was marked as recommended. In 2020, the COVID-19 pandemic led to an almost overnight adoption of online learning across medical schools worldwide. The initial experience proved jarring and challenging for students and medical educators alike, with neither side familiar with the new tools thrusted upon them. Over time, it became apparent that the adaptations made catalysed a long overdue systemic re-examination of the way medical education has been, and should be, delivered. So far, COVID-19 has served as a strong impetus for education institutes to incorporate commercially available and widely accessible communication platforms, including Zoom, to effectively deliver didactic lectures and interactive tutorials in the digital space. At our institution, the University of Hong Kong Li Ka Shing Faculty of Medicine (HKUMed), one such example is the problem-based learning (PBL) tutorial, the format of which has largely remained unchanged since its introduction two decades ago. By closely examining our offline-to-online transition, we have been able to identify certain pitfalls when attempting to translate traditional tutorials to the digital space; key considerations concerning the online facilitator-learner experience, and enhancements for more effective learning. In this article, we present twelve tips rooted in our experience as learners and teachers that should make PBL sessions more fruitful for everyone involved.