Summary: 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.

Objectives: The objectives of this study were to measure pharmacists' attitudes toward management of diabetes, identify current levels of pharmacy service provided to patients with diabetes, and identify barriers for further provision of diabetes-related services. Subjects and Methods: A descriptive, cross-sectional study was conducted on a sample of 198 pharmacists working in primary and secondary health care settings in one health region of Kuwait using a pretested self-administered questionnaire. Descriptive statistics, correlations, and comparative analysis were performed. Results: The response rate was 84.4% (n = 168). Respondents had overall positive attitudes toward management of diabetes. Pharmacists regularly provided their patients with counseling on the appropriate time to administer their medications; however, services related to hypoglycemia and management of comorbid diseases were rarely provided. A negative correlation was found between the positive overall diabetes-related attitudes and pharmacists' involvement in providing the following diabetes-related services: glucose monitoring (r = -0.25, p = 0.001), comorbid disease management (r = -0.243, p = 0.001), and healthy living choices (r = -0.237, p = 0.002). The perception that some physicians and patients have of pharmacists as dispensers only was identified as the most important barrier to providing diabetes-related services. Conclusion: Pharmacists have positive diabetes-related attitudes; however, they provide limited diabetes-related services to their patients. Barriers to provision of pharmacy services to patients with diabetes should be addressed to enable optimum patient care delivery.

Objective Structured Clinical Exams (OSCEs) can assess professional competencies in a structured manner and facilitate objective evaluation of clinical performance. With limited data from the Eastern Mediterranean region, this study aims to describe the development, implementation, and evaluation of OSCEs for final year pharmacy students in Kuwait. The study also aims to compare students' performance in two academic years (2015–2016 and 2016–2017). The design, implementation, and evaluation of the competency-based OSCE followed a 3-phase systematic evidence-based approach. The development phase involved establishing an OSCE working group to develop a blueprint and scoring rubrics and to organise assessors and standardised patient/physician training. The implementation phase involved conducting formative and summative OSCEs. The evaluation phase involved undertaking student and staff perception surveys. The overall students' OSCE scores for the academic years 2015–2016 and 2016–2017 were (median (interquartile range)) (71.6%, 32.2) and (60.0% (30.7)) and respectively (p < 0.0001). The average students' performance score was high in stations covering 'patient consultation and diagnosis' competency (71.4% (95% CI: 66.7–73.3)) and lower in stations covering 'monitoring of medicine therapy' competency (50.0% (95% CI: 33.3–66.7)). Students perceived stations covering 'monitoring medicines therapy' and 'assessment of medicine' as difficult. However, staff perceived stations related to 'patient consultation and diagnosis' competency as the easiest. Students reported that the OSCE was a positive experience as it provided them an opportunity to practice real life scenarios in a safe learning environment. The OSCE helped to identify the level of competency of students prior to graduation and areas to improve in the curriculum.