There have been a variety of complications reported during and post- COVID infection. Recently, there has been an increase in sporadic cases of paranasal sinus mucormycosis in COVID- 19 patients. We report a case of COVID- 19 patient diagnosed to have orbital apex syndrome secondary to mucormycosis of nose and paranasal sinus requiring emergency endoscopic sinus surgery. Appropriate use of personal protective equipment and safety precautions taken by health care workers prevented the spread of the virus during surgery.

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Introduction and Aim: Medical education training has undergone a paradigm shift emphasizing newer teaching methods due to challenges in teaching procedural skills by demonstration alone and difficulty in assessment. Simulation is one teaching method in which students can repeatedly practice and strengthen their confidence without causing untoward harm to the patient. Otorhinolaryngology is a technically demanding specialty, and the methods of clinical examination need practice to attain proficiency in performing the skill. Otoscopy being a basic clinical procedure has become a core competency in the medical curriculum. Hence, our study highlights the importance of using simulation to teach clinical skills such as otoscopy.   Materials and Methods: In our study, sixty undergraduate students who attended the clinical posting in the Department of Otorhinolaryngology were recruited. The consultant demonstrated the technique of performing otoscopy, and one week later, the students were asked to perform otoscopy on an ear examination manikin and assessed using a checklist. Following this, hands-on training on otoscopy was given on the manikin, and after one week, the students were reassessed in a similar method. Feedback about the training was obtained from the participants.   Results: Sixty students, 32 (53%) girls, and 28 (47%) boys participated in the study. Seven point questionnaires were used for the assessment of otoscopy in the students. Better performance scores were observed after hand-on simulation training in five parameters (P<0.05). Wilcoxon signed-rank test for the total score showed significant improvement in the post-intervention scores (Z value of -6.723). On analysing the student feedback,  87%  felt hands-on simulation was a better method to learn otoscopy than OPD demonstration.   Conclusion: Simulation is an effective tool for teaching and assessing the clinical skill of otoscopy in otorhinolaryngology. Implementing simulation for learning otoscopy in medical education will improve the proficiency and confidence to perform this skill.