Introduction The COVID-19 pandemic is likely to increase anxiety levels within the community and in particular medical students who are already considered psychologically vulnerable groups. Since the COVID-19 outbreak, no study has yet estimated the effect of this pandemic on university students in the UAE or its impact on the psychological well-being of medical students. Methods and Materials We surveyed 1485 medical (comprising medical and dental) and non-medical university students across 4 emirates within the UAE. We used an online platform to assess knowledge, sources of information, changes in hygienic behavior, perceptions of fear and worry and anxiety levels using the generalized anxiety disorder 7 (GAD-7) scale. The GAD-7 score was measured at three time points: during hospital visits for medical/dental students, before the introduction of online learning and after online learning for all students. Results The majority of students demonstrated high levels of knowledge and utilized reliable sources of information. Non-medical students exercised higher compliance with social restrictions, while medical students practiced better hand hygiene. Almost half of students reported anxiety levels ranging from mild to severe with females reporting higher anxiety scores during hospital visits (OR=2.02, 95% CI, 1.41 to 2.91) and medical students reporting lower anxiety levels in comparison to dental students (OR=0.61, 95% CI, 0.45 to 0.84). Medical students reported higher levels of anxiety during their clinical rotations which decreased with the introduction of online learning, yet, non-medical students’ anxiety levels increased with online learning. Conclusion This study provides important information on the initial response and anxiety levels in university students across the UAE during the COVID-19 pandemic. The findings from our study can be used to support the development of effective screening strategies and interventions to build psychological resilience among university students during the COVID-19 pandemic or any other public health emergencies in the future.

26Introduction: The COVID-19 pandemic is likely to increase anxiety levels within the community 27 and in particular medical students who are already considered psychologically vulnerable groups. 28Since the COVID-19 outbreak, no study has yet estimated the effect of this pandemic on university 29 students in the UAE or its impact on the psychological well-being of medical students. 31Methods: In this study, we surveyed 1485 medical (comprising medical and dental) and non-32 medical university students across 4 emirates within the UAE. We used an online platform to 33 assess knowledge, sources of information, changes in hygienic behavior, perceptions of fear and 34 worry and anxiety levels using the generalized anxiety disorder 7 (GAD-7) scale. The GAD-7 35 score was measured at three time points; during hospital visits for medical/dental students, before 36 the introduction of online learning and after online learning for all students. 38Results: The majority of students demonstrated high levels of knowledge and utilized reliable 39 sources of information. Non-medical students exercised higher compliance with social restrictions, 40 while medical students practiced better hand hygiene. Almost half of students reported anxiety 41 levels ranging from mild to severe with females reporting higher anxiety scores during hospital 42 visits (OR=2.02, 95% CI, 1.41 to 2.91) and medical students reporting lower anxiety levels in 43 comparison to dental students (OR=0.61, 95% CI, 0.45 to 0.84). Medical students reported higher

Background In medical academic institutions, leadership is mostly hierarchical which is based on multiple factors including seniority and ranks. There is a dearth of structured leadership training, development, and certification programs in the medical field. This study contemplates to develop a framework of leadership in academic medicine with an intent to support medical academia in fostering their leadership skills. Methods We adopted a cross-sectional prospective design and a mixed-methods strategy. An online self-administered questionnaire-based survey and structured in-person interviews were conducted to collect the perceptions of both academic leaders and non-leaders in medicine. The data was collated, analyzed and triangulated to develop domains and themes. Results Of the 229 respondents, there were 121 leaders and 108 non-leaders. The quantitative results revealed that most leaders (60%; 73/121) were open to training and development to improve their leadership skills. Leaders favored an affiliative style of leadership (45%). The leaders concurred that leadership development programs would improve their organizational performance. They also argued that an overly bureaucratic and stagnant organizational structure was a hindrance to effective leadership (mean rank scores 136.82 and 122.85 respectively). On the other hand, the majority of non-leaders (70%; 75/108) had observed that their leaders would display a variety of key leadership behaviors such as clear communication, effective resource allocation, the creation of shared knowledge and objectives. As many as 99/108 non-leaders agreed that the lack of experience and training were barriers to effective leadership. Given that most leaders and non-leaders had no prior formal training in academic leadership, both recognized the need for an extensive, structured training program for academic leadership in medicine. The qualitative data analysis and triangulation of subthemes helped us to develop the 6 Es Framework for Leadership in Academic Medicine (FLAM); Ethics (accountability, role model, respect), Education and training (training programs, structured curriculum), Envision (clear path, talent hunting, team man), Engagement (structural foundation, achievable targets), Empowerment (employees, create passion), and Encouragement (financial rewards). Conclusions Our study underpins the need for a structured training program of leadership in academic medicine. The 6Es FLAM, with its distinct traits, can be incorporated into undergraduate and postgraduate medical curriculum to enhance the impact of leadership in academic medicine.

<b><i>Introduction:</i></b> Since 2019, COVID-19 pneumonia caused by SARS-CoV-2 virus has led to a worldwide pandemic. Since then, various neurological manifestations of COVID-19 pneumonia have been reported. Neurological manifestations include headache, anosmia, seizures, and altered mental status. In some cases, it presents as stroke, encephalitis, and neuropathy. Artery of Percheron (AOP) is a variant in the posterior circulation. Here, a single artery arises from the posterior cerebral artery p1 segment. It supplies bilateral thalamus with or without midbrain. Thrombosis in this artery leads to clinical symptoms like reduced level of consciousness, altered mental status, and memory impairment. <b><i>Case Report:</i></b> Here, we present a case who presented with fever and altered sensorium without any focal neurological deficits and without known risk factors for stroke. His COVID-19 PCR was positive. He was initially diagnosed as COVID-19 pneumonia with encephalitis and was started on treatment for the same. His initial CT brain and lumbar puncture were normal. The next day, when MRI brain with and without contrast was done, the thalamic stroke due to AOP infarction was diagnosed and appropriate treatment for stroke was initiated. <b><i>Discussion:</i></b> Many patients miss the window for thrombolysis because of variable presentation in clinical symptoms with negative imaging. It is also difficult to assess the time of onset of stroke in this varied presentation. Our patient had fever and cough for 2 days and had altered mental status since the morning of admission. During hospital stay, he developed bilateral third nerve palsy. This case also highlights the importance of detailed evaluation in COVID-19 patients with neurological complaints. This helps to avoid delays in treatment and to improve clinical outcomes. As our knowledge of COVID-19 and its varied neurological manifestations evolve, we need to be prepared for more atypical presentation to facilitate timely interventions.