Envisioning learning sans interaction is absurd. Interaction plays a pivotal role in the efficacy and effectiveness of the present-day blended learning systems. Learner-content interaction contributes predominately towards the successful realization of the expected learning outcomes. In order to satisfy the learners and to impart them quality knowledge and education, e-learning content comprising of excellent learning and website content is of paramount importance. In the present COVID-19 outbreak challenging times the significance of e-learning system development and its application is much more pronounced. To gauge this, the study aims to examine the relationship between learner-content and the e-learning quality to determine the impact of e-learning quality on learners’ satisfaction under the moderating effect of perceived harm due to COVID-19. A structured questionnaire was used to gather data from 435 graduate and undergraduate management students (International and national) in Indian Universities. Findings indicate statistically significant relationships between the e-learning content and e-learning quality and; e-learning quality and the students’ satisfaction. The perceived harm has an insignificant moderating effect on students’ satisfaction. The results of the study further depict that the quality of e-learning has a significant positive relationship with the students’ satisfaction, and this relationship is not affected by the threat of being infected on the campus during the pandemic of COVID-19. To achieve the learners’ satisfaction, the institutions should strive for rendering the e-learning content of supreme quality. The mediating role of e-learning quality between content and students’ satisfaction is also established to be a significant one.

Technology has influenced every aspect of our living, and education is not an exception. During the current pandemic period of COVID-19, the latent motive of maintaining social distancing is leading to be one of the prime reasons for the students to get enrolled in online courses. Although the benefits of e-learning have been discussed in various previous studies, it is important to understand the quality of e-learning and the satisfaction level of learners during this forceful shift toward e-learning amid the pandemic of COVID-19. This research proposes a conceptual model for understanding the variables influencing e-learning quality (ELQ) and learner satisfaction under the moderating effect of maintaining social distancing. The model is empirically validated by means of the partial least square approach through structural equation modeling based on 435 responses of university students in India. The results suggest that assurance, reliability, responsiveness, and website content are the factors that influence the ELQ of the online courses during the pandemic. ELQ also strongly influences the learner’s satisfaction. Interestingly, perceived benefits of maintaining social distancing have a significant negative moderating effect only between empathy and ELQ, which leads to the satisfaction of the learners.

Objectives To describe the epidemiological and clinical characteristics and outcome of hospitalized children with COVID-19 during the initial phase of the pandemic. Methods This was a cross-sectional descriptive study conducted at the dedicated COVID-19 hospital of a tertiary care referral center in North India. Consecutive children aged 14 y or younger who tested positive for SARS-CoV-2 by RT-PCR from nasopharyngeal swab between 1 April 2020 and 15 July 2020 were included. Results Of 31 children with median (IQR) age of 33 (9-96) mo, 9 (29%) were infants. About 74% (n = 23) had history of household contact. Comorbidities were noted in 6 (19%) children. More than half (58%) were asymptomatic. Of 13 symptomatic children, median (IQR) duration of symptoms was 2 (1-5.5) d. Fever (32%) was most common followed by cough (19%), rapid breathing (13%), diarrhea (10%) and vomiting (10%). Severe [n = 4, 13%] and critical [n = 1, 3%] illnesses were noted more commonly in infants with comorbidities. Three (10%) children required PICU admission and invasive ventilation; one died. Median (IQR) length of hospital stay was 15 (11-20) d. Follow up RT-PCR before discharge was performed in 17 children and the median (IQR) duration to RT-PCR negativity was 16 (12-19) d. Conclusions In the early pandemic, most children with COVID-19 had a household contact and presented with asymptomatic or mild illness. Severe and critical illness were observed in young infants and those with comorbidities.

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What's known on the subject? and What does the study add? Dedicated training hours for surgeons are falling as the complexity of techniques and patient expectations are increasing. Urologists therefore need to train in more sophisticated and effective ways. This article looks at past and current urological training and suggests emerging and innovative ways to teach the next generation of urologists. Since 2004 the estimated available training time, for all doctors, has dropped from 30 000 h to ≈8000 h. By decreasing the initial stages of the learning curve, medical simulation has the potential to compensate for the reduced time available to train urologists. The current urological training pathway consists of 2 years of foundation year training, 2 years of core surgical training, followed by 5 years of specialty training. Training time pressures and the expansion of treatment techniques have led to a trend towards increased sub‐specialization in urology. To optimize patient care, training programmes must evolve, taking into account several key issues and in accordance with advances in urological care.