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Background and Aims: This study aimed to assess the current status of India's COVID-19 research from the top 100 most cited papers, using bibliometrics methods and indicators and suggest strengths and weaknesses., Methodology: Publications on COVID-19 research from India between December 2019 and 22 August 2023 were retrieved from the Scopus database. From 37101 studies retrieved, the first top 100 Highly Cited Papers (HCPs) having received 270 to 2931 citations, were identified., Results: The top 100 most cited Indian papers were published from 2020 to 2023, with the majority (75) in the year 2021, followed by 24 in 2022. They were cited a total of 56661 times (average - 566.61 times). The 242 authors of these HCPs were from 159 Indian organizations, and the articles were published in 60 journals. 29 % and 59 % of these HCPs received external funding support and were involved in international collaborations, respectively. There was poor collaboration among Indian research institutions and a dearth of funding from India. None of the Indian HCPs figured in the global 100 HCPs., Conclusions: Although citations of research papers published from India increased during COVID-19, limited collaboration, inadequate funding, and subpar publications hindered Indian scientists. To enhance India's research landscape, we propose dismantling barriers, nurturing collaboration, and encouraging knowledge exchange among domestic institutions., Competing Interests: Declaration of competing interest All the authors hereby declare that there is conflict of interest regarding this manuscript & no funding was received from any source. We declare that this manuscript has been solely submitted to this journal and is not under consideration by any other journal. All the research presented in this paper is original., (Copyright © 2023 Research Trust of DiabetesIndia (DiabetesIndia) and National Diabetes Obesity and Cholesterol Foundation (N-DOC). Published by Elsevier Ltd. All rights reserved.)

Telemedicine is the delivery of health care from a distance. It also includes research and evaluation of such services using health data which are stored in "Electronic Health Record" (EHR) platforms. EHR has proved to be useful in monitoring health care delivery but setting up of such platforms is tedious and resource-consuming in developing countries. With the recent surge of telemedicine utility during the COVID-19 pandemic, telemedicine has emerged to be pivotal in reaching stranded patients needing care without EHR-based practice. The practice of patient health record (PHR)-based teleconsultations in India has demonstrated how a conventional "paper and pen" method can be combined to popularise telemedicine utility. Thus, use of PHR-based system to maintain health records would prove to be a pragmatic solution for physicians in low-resource settings to improve their reach to a larger population in need for the future., Competing Interests: None

This paper analyses findings of the 'PROWELLMIGRANTS' 2 project, which qualitatively investigated COVID-19 impacts on migrants' well-being and mental health in Kerala, India. It draws on a novel conceptual framework that combines assemblage-thinking with theories of social contracts in disasters. The paper first explores how past development processes and contemporary migration policies in Kerala, and India more widely, generated conditions of vulnerability for migrant workers in Kerala prior to the pandemic. Next it shows that Government of Kerala interventions, in some cases supported by the central Government of India, temporarily addressed these vulnerabilities during the pandemic. In acknowledging the helpful response of the Kerala government, we problematise its stance on migrant workers during 'normal' times and speculate that permanently addressing these conditions of vulnerability would be a more logical approach. We acknowledge this involves overcoming many wider barriers. Thus, the paper also contains national-level policy implications., (© 2023 The Authors. Disasters published by John Wiley & Sons Ltd on behalf of ODI.)

The COVID-19 pandemic has fast-tracked the development of digital applications and inspired everyone to adapt to the technologies to curb the spread of outbreak. As this crisis intensifies, the rapid usage of digital devices and apps has echoed the serious concerns about civil liberties, privacy, and data protection. Considering the situation, this research aimed to explore the internet using habits of the youths of West Bengal, a state in eastern India, during COVID-19. Besides, the paper explored their experiences of using various digital applications, the fundamental digital literacy and how safely they protect data from breaches. Thus, the paper presents the results by conducting an online survey among the youths in West Bengal. The result, from 215 participants, highlighted that the increased use of these digital applications has not matched the demand for digital privacy literacy among the young generation of the state. While this pandemic has raised their concerns over digital privacy and data protection, yet they do not undertake any strong protection mechanisms to safeguard them digitally. Besides, this paper suggests suitable plans to raise awareness among this generation and form a healthy digital citizenship with a proper regulatory framework as it is the need of the hour.

In this paper, we have collected the data about the 507 high-cited (citations ≥ 25) papers on Covid 19 published by India using Scopus database. Within small span of time many papers have received considerable number of citations. Further we have analyzed in terms of types of papers, major funding agencies, major collaborating countries, prolific authors, productive organizations and cluster analysis of author supplied keywords. Most of the papers were research articles. Department of Science and Technology, Govt. of India has funded considerable numbers of papers on Covid 19 and K. Dhama form Indian Veterinary Research Institute has contributed highest numbers papers and USA was major collaborating country and PGIMER-Chandigarh was most contributing organization. This study will be useful to the scientist/researchers to know the characteristics of high cited papers on Covid-19 from India. [ABSTRACT FROM AUTHOR]

This paper aims at identifying and explaining the correlation between the Covid-19 and multi-lingualism through cross-country research, drawing on three datasets: WHO data on the expanse of the pandemic, UNESCO data on endangered languages, and the LDI (Linguistic Diversity Index). Results establishing a direct correlation between the pandemic and multi-lingualism vary across the countries, except the USA, India, and Brazil. The three countries experiencing the highest global pandemic caseload occupy the top positions in the number of endangered languages and are among the top ten linguistically diverse countries. Drawing from the research findings, the paper addresses the criticality of investing in multi-lingualism and calls for a shift of perspective among policymakers driven by neoliberal rationale towards greater recognition and higher funding for multi-lingual education.

Background: Learning losses does not mean forgetting only curricular learning but slipping back of fundamental learning abilities that learner would have acquired during schooling. School closures in India have severely disrupted learning processes of children resulting in learning losses and social gaps in academic outcomes. Though school closure is a global phenomenon, its adverse effects on learning outcomes are unevenly distributed in the society. Purpose: The paper aims to trace the phenomenon of learning losses resulting from a prolonged school closures during COVID 19 pandemic at the national level since march 2020.The study further is directed to trace accessibilities and uses of digital resources in India. Method: The study used secondary sources of data mainly of Bihar to ascertain the trend of learning losses. The data were regenerated to measure the emerging trend. Results: Learning loss was unevenly distributed in the society. Those who were digitally equipped had compensated their learning losses during school closures. The Bihar had mere 5 per cent computer and 15 internet facilities. The rural households had only 3 per cent computer and 13 per cent internet facilities. Primary grade children especially of disadvantaged groups in Bihar suffered more because they have very limited home learning resources. Learning crisis was more prominent at elementary school level where both the home resources and digital tools were inadequate. They spent hours in surfing social media for private purposes. The phenomenon of cyber loafing was widely seen among young students, showing a serious problem of internet abuse by secondary school students. Conclusion: Despite constraints Bihar managed to continue school learning programme during COVID 19. It had a largest force of digitally-equipped teachers (about 1.25 lakh) known as Potential Learning Community (PLC) who were ready to deliver e-contents to beneficiaries. Teachers established connectivity with parents and learners who had no android mobile. They started running Schools on Mobile (SOM) classes. The paper discusses learning recovery plan such as engaging community, reallocating resources for schools, etc.

The present paper studied the various issues and challenges of student's assessment that has been faced by college teachers and students of Kashmir division during COVID-19 Pandemic. Assessment is the major aspect of the education system. The student assessment is the act of evaluating student's abilities and achievements. It is ongoing process and integral part of the teaching and learning process. The teacher makes judgments about the students learning or to determine student's interest through assessment. It helps the teacher to reflect on each student's level of achievement as well as to customize their teaching plans accordingly. After COVID-19 Pandemic the student assessment has been shifted more to the online assessment. The teachers have faced lot of issues due to lack of access of internet and technology. In every sphere of education there is a great impact of technology on the students learning that has been done after COVID-19. The present study was descriptive- survey based study. Both primary and secondary sources of data were collected. For the secondary sources of data the investigator had reviewed various national and international papers related with the present study. The sample comprised of 400 college students and 400 teachers from various degree colleges of Kashmir Division. Self- developed interview schedule and self-constructed were used for the data collection. The investigator has conducted a group interview of 10 college's students and 10 teachers separately that constituted of 80 interviews. On the bases of these 80 group interviews the researcher developed themes of all interviews and analyzed all these into specific themes. The investigator suggested some recommendations for improving the better assessment of students through remote learning. The study indicated that there are major six challenges in the context of online assessment i.e., lack of internet connection, language problem, parental attitude, mental disturbance, heavy work load and inaccessibility of smarts phones.

The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.

The COVID-19 pandemic posed unprecedented challenges to HIV services globally. We evaluated the impact of the COVID-19 pandemic on the uptake of HIV testing in the Targeted Intervention (TI) program in Maharashtra-a high HIV burden state in India. Annual HIV testing was sustained during the pandemic year (2020-2021), at levels similar to the pre-pandemic year (2019-2020), among Female Sex Workers (FSW), Men having Sex with Men (MSM), Transgender (TG), and Truckers; but not among Migrants and Intravenous Drug Users (IDU). There was an acute decline during the lockdown across all typologies. Sharp recovery was seen among FSW, MSM, and TG during the early months of the un-lockdown. The community-based screening (CBS) approach primarily contributed to this recovery. Among migrants and truckers, recovery was delayed. There was an overall reduction of 58% in annual HIV-positive registrations. The community-based networks, participatory structures, and processes of HIV programs played an essential role in reaching the community during the pandemic., (© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

The COVID-19 pandemic is redefining the practices of higher education in an unprecedented way. E-learning can guarantee the right to higher education during the pandemic to the students of higher education and hence its adoption in teaching learning is now inevitable. The readiness of higher education faculty members towards E-learning is explored in this paper. The paper also presents about the impact of demographic factors (Age, Gender and Discipline) as predictors variables and the influence of their interaction on the criterion variable i.e., E-learning readiness. A self-developed inventory was used to collect the data about E-learning readiness of faculty members. Seven research hypotheses were framed and tested using 4 X 2 X 3 Factorial Design ANOVA. The findings revealed that there is a need to improve the E-learning readiness of faculty members of higher education. Also, it was discovered that there is no significant difference in the mean scores of E-learning readiness of faculty members with respect to their Age, Gender and Discipline to which they belong. Further it is also observed that the second order interaction effect among the Age, Gender and Discipline has a significant influence on E-learning readiness of faculty members of higher education.

Background: As a global pandemic, Covid-19 has aroused great concern and garnered research interest world-wide In India a growing number of related researches have been published in the last few months. Therefore, a bibliometric analysis of these publications may provide indication of current status and future research trends in the field. Methods: The India's literature about Covid-19 published during 2019-2021 were searched in the Scopus database using a well-defined search strategy. The following keywords "Covid 19" or "2019 novel coronavirus" or "coronavirus 2019" or "coronavirus disease 2019" or "2019-novel CoV" or "2019 ncov" or covid 2019 or covid19 or "corona virus 2019" or ncov-2019 or ncov2019 or "nCoV 2019" or 2019-ncov or covid-19 or "Severe acute respiratory syndrome coronavirus 2" or "SARS-CoV-2"were used in "Keyord" and "Title" (Title of articles) tags to reach the relevant publications. VOSviewer was applied to perform the bibliometric analysis of these articles. Results: The bibliometric analysis of India's literature on Covid-19 indicates that there were 10,233 indexed publications in Scopus database until April 2021. Of all these publications, 52.87% were original articles and 11.75% (1202) publications received external funding from more than 150 agencies and 27.41% (2805) involve international collaboration with more than 150 countries. USA contributed the largest share (38.47%) in India's international collaborative papers, followed by U.K. (22.89%), China (11.55%), Saudi Arabia (11.44), Australia (11.23%), etc. In the geographical distribution, Delhi tops the publication list (with 21.86% share), followed by Mumbai (7.30%), Chennai (7.27%), Pune (6.44%) and Kolkata (6.04%). Among population age groups, "Adults" accounts for the largest publication share (9.98%), followed by "Middle Aged" (5.07%), "Children" (3.65%), "Aged" (3.65%) and "Adolescents" (2.82%). "Treatment studies" among prominent topics, account for the largest publication share (34.12% share), followed by "Clinical Studies" (13.13%), "Epidemiology" (10.54%), "Imaging and Diagnostics" (9.64%), "Pathophysiology" (6.27%), and etc. The 1311 organizations and 3413 authors participated in India's research on Covid-19, of which the top 30 organizations and authors contributed 43.50% and 11.57% national publication share and 45.62% and 32.14% national citation share. AIIMS-New Delhi and PGIMER-Chandigarh were the most productive organizations (with 623 and 468 papers). IVRIBareilly (21.32 and 4.44) and IIT-New Delhi (12.37 and 2.58) were the most impactful organizations. V. Wiwanitkit and K. Dhama were the most productive authors (with 182 and. 107 papers). R. Sah (42.89 and 8.93) and A. Misra (41.93 and 8.74) were the most impactful authors. International Journal of Research in Pharmaceutical Sciences (270 papers) and Indian Journal of Ophthalmology (210 papers) were the most productive journals. Science of the Total Environment (43.98) and Asian Journal of Psychiatry (19.19) were the most impactful journals. Conclusion: The paper provides a deeper understanding of the current Covid-19 research milieu in India, by identifying key players (and their collaboration linkages) and key sub-fields, while highlighting potential patterns that could assist future researchers in their scientific pursuits. [ABSTRACT FROM AUTHOR]

The current educational scenario is changing and inclining more towards digital technologies for teaching-learning. Interactions during the classrooms or virtual sessions are vital for students' learning engagements. Learner-learner interactions and educator-learner interactions during online classes are to be promoted and sustained for a better teaching-learning experience. The use of social media in education is noted in previous research. This paper aims to explore the role of social media in learner-learner interactions and its impact on students' learning engagement. A theoretical model is proposed in the study through a review of existing literature. The model testing is done with data of 344 respondents through a self-designed structured questionnaire. The respondents are selected from an urban city in western India. Confirmatory factor analysis and structural equation modelling are applied for the hypotheses testing and regression analysis. The results indicate that the learner-learner interactions, as well as the educator-learner interactions, are imperative for student learning engagement in online teaching. Also, learner-learner interactions are positively affected by the students' self-efficacy concerning the technology. The study also noted that the use of social media improves learner-learner interaction and student learning engagement in a technology-mediated learning environment.

The 'See the World -- Winchester' programme was funded by the UK Turing scheme in 2021-2022 and aimed to broaden the horizons of historically marginalised students who may not otherwise have had access to extracurricular opportunities such as international travel. The purpose of this article is twofold. Firstly, the authors reflect on the successes, failures and challenges involved with running internationalisation activities during a time of travel disruption. Secondly, this article presents findings from a small-scale evaluation that sought to measure the impact of short-term mobility with historically marginalised or under-represented students. The paper is useful for institutions looking to run international mobilities with students during a period of travel disruption using the COVID-19 pandemic as a case study. In addition, the findings highlight the experiences and benefits to students participating in short mobilities, which include, a cultural experience, opportunity for personal growth and development, enhanced employability, and ultimately, broader horizons.

Purpose: The study aims to ratify skills necessary to bridge the gap between the existing models and emerging needs of a technology-enabled workspace; especially in the Indian context. Design/methodology/approach: This paper extends the ongoing debate on a relevant employability framework suitable both for higher education institutes and corporates. To remain resilient to future catastrophes similar to the ongoing pandemic, the relevancy of established employability skills to suit the changing scenario needs to be established. Findings: The partial least squares (PLS) technique has been used to present a framework confirming the importance of digital competencies, business fundamentals and behavioral skills. In-depth discussions with specialists ratified the proposed framework and recommended potential changes in curriculum and pedagogy. Research limitations/implications: This study validates an explicit and comprehensive employability skill framework and useful recommendations in teaching strategies, which may provide a broad skill base for graduates to prepare for the volatile business environment in the long run. Practical implications: The study has been able to put forth significant employability skills as deemed significant by the three stakeholders. This will provide guidance to higher educational institutions (HEIs) to come up with a broad skill-base for the fresh graduates and prepare them for the volatile business environment and encourage life-long learning to remain productive in the long run. Originality/value: The study is unique as it incorporates the perceived importance of the competencies assumed by each stakeholder, namely, employers, faculty and management graduates, which was unfortunately lacking in earlier researches.

Purpose: The purpose of this paper is to apply systems modeling to explore the usability of the online learning platform in the future compared to its usefulness during the pandemic era. Design/methodology/approach: The applied systems research methodology has been used to develop a stock-flow model encompassing enablers and constraints for learning platform usage from the primary data collected through a survey of 163 respondents. Findings: The model simulation observed promising trends over one year for online learning platforms provided the challenges are reduced in seven to eight months. Challenges linked to the Internet and interaction need must be removed for future usage. Research limitations/implications: The results of the survey and model simulation suggest actions for product planning and development of online learning platforms based on customer insights. Product customization and feature enhancement will be required for the continued usability of online learning products. Actions for Internet service providers are to capture the online learner market by removing issues of Internet access bandwidth, and quality of content. Also, there should be sufficient teacher--student interaction in the online learning mode. Originality/value: This is an original study using systems modeling to evaluate factors contributing to students' intention to use online learning conducted at Dayalbagh Educational Institute (Deemed to be University) Dayalbagh Agra, UP, India, 282005.

Purpose: To continue to stay relevant in the era of Industry Revolution 4.0 (IR4.0) alongside the unprecedented disruption of COVID-19, the importance of lifelong learning is indisputable though this concept has existed for decades. In this context, open and distance learning (ODL) institutions are urged to re-think and re-design their online learning support systems that inculcate self-regulated lifelong learning (SR3Ls) in their learners to be adaptable and resilient for the post-pandemic economy. The purpose of this paper is to develop a SR3Ls model, namely SR3Ls model by utilising the collective opinions of a panel of experts to determine the key domains and attributes. Design/methodology/approach: A 2-round Delphi consensus study was conducted with 39 experts from five countries. The mean, standard deviation (SD), inter-quartile range (IQR) and the ratio of experts assigned score of 4 or greater were used as the basis of consensus assessment with criteria set at mean = 3.0, SD = 1.5, IQR = 1, ratio on score 4 or greater at = 75%. The questionnaire consisted of 5-point Likert-type scale rating the importance level of each attribute combined with open-ended questions. Findings: This paper presented the findings of the first round of Delphi consensus study. For the first round, the experts were asked to evaluate 31 key attributes of SR3Ls model under five domains. The findings revealed that there were five key attributes to be eliminated from the list, while there were seven attributes identified as the key attributes with highest consensus. There were additional attributes suggested by the Delphi panel to be added in the second round of evaluation. Originality/value: This international consensus-based SR3Ls model serves as an important benchmark for ODL institutions across the regions in developing meaningful and relevant online learning support systems for their learners to adopt SR3Ls attributes in order to meet the dynamic market demands.

Purpose: The main objective of the present research is to depict the experience of challenges and opportunities for virtual accreditation peer review team (PRT) visits. COVID-19 has changed higher education delivery. Higher education accreditation and PRT visits have become online. The lockdown forced schools and accreditation agencies to cancel or change visit arrangements. PRT visits could not be stopped during the COVID-19 pandemic, but accrediting agencies needed to review programme quality to meet standards. Design/methodology/approach: Eight former and present accreditation specialists were interviewed. The researchers described the challenges and opportunities in virtual accreditation visits (VAV). Also, the authors have explained their own experience of coordinating on-site and virtual accreditation visits. Using the NVIVO tool, the experts' replies are transcribed and categorised as challenges and opportunities. Findings: The findings will help the professionals and academicians better prepare for, plan and execute virtual PRT visits for accreditation agencies and schools. The results revealed that the evaluation and accreditation outcomes are similar for virtual and physical accreditation visits. Finally, the findings suggest that accreditation agencies and schools need to adopt a hybrid site visit model for accreditation visits. Practical implications: The school can prepare better for virtual PRT visits by identifying the challenges and opportunities ahead of time. The finding may motivate authorities to schedule meetings in different time zones, prepare document evidence rooms, save money, time, and travel time, and benefit the environment by eliminating paper printing, fuel use, and paper printing. Originality/value: This research is unique and noteworthy since accreditation organisations, PRT members and schools are uncertain about virtual visits. This may be the first paper in this domain to assist accreditation organisations and institutions review accreditation visits online or in hybrid mode.

This paper discusses the main findings of a study on the impact of the first COVID-19 induced nationwide lockdown and university closure in India on the research scholars (PhD and MPhil) of the Jawaharlal Nehru University (JNU). An online survey was employed using the quantitative descriptive methodology. With responses from 530 research scholars, this is one of the first quantitative studies to assess the pandemic's effect on the research work, finances, and mental health of researchers in India from March to June 2020. Given the existing social inequality in higher education, the survey reflects the researchers' dismal state of reality as reported during the first 4 months of the pandemic. Research work witnessed a standstill with large-scale disruption in travel and every other scholar encountering unreliable electricity or internet connectivity. Untimely disbursal of fellowships intensified their already existing financial hardship. Nearly 90% of scholars reported stalled fieldwork, a lack of clarity regarding extension of their research programme, and financial woes as some of the top reasons for their anxiety. Using the chi-square method, the study predicts that dropouts from research programmes are likely in the context of the pandemic, which correlates significantly with socio-economic backgrounds (caste, class and gender) of research scholars. Further, the results show that the challenges faced by terminal, mid-stage, and course-work scholars are unique, emphasizing on the need for targeted interventions beyond extended research deadlines. Non-addressal of these immediate effects of the COVID-19 pandemic will have long-term repercussions on the lives of India's researchers and academic workers. It will only deepen existing inequalities in higher education, leading to gentrification of research degrees in India.

Background: Animal studies are an indispensable part of fundamental and applied research essential for the advancement of human and veterinary health, including the current global quest for treatments and a vaccine development to combat the infectious diseases. This necessity is now clearly highlighted by the ongoing Covid-19 pandemic More recently a growing number of studies are published on this theme. Therefore, a bibliometric analysis of research on "Animal models in Covid-19" research is necessary and it is likely to focus on current status of research and indicate future direction in this study. Materials and Methods: The India's originated literature is searched on "Animal Models in Covid-19" using two set of keywords related to Covid-19 and animals in "Keyword" and "Title" (Title of articles) tags to reach the relevant publications. VOSviewer was applied to perform the bibliometric analysis of these articles. Bibliographical data obtained from above search strategy was analysed by using well-established bibliometric indices. Results: The bibliometric analysis of India's literature on the topic "Animal Models in Covid-19" research indicates that there were 2343 India's publications indexed in Scopus database during 2020-21. The topic witnessed the uneven participation of more than 160 countries, where 88.63% and more than 100.0% share of the global publications and citations share caming from top 10 countries. USA leads the ranking with global publication share of 28.16% share, followed by China (13.30%, U.K. (10.67%), Italy (9.93%). India's research output on this topic registered 7.46% share to global output. The 496 organizations and 869 authors participated in India's research on "Animal Model in Covid-19", of which the top 25 Indian organizations and 25 authors contributed 46.58% and 22.60% share to India's national publication output and 61.19% and 48.8% share to India's citation output respectively. AIIMS - New Delhi, PGIMER-Chandigarh, and IVRI-Bareilly were the most productive organizations (with 118, 115 and 68 publications). IVRIBareilly, PGIMER-Chandigarh and College of Veterinary Science, Mathura were the impactful organizations in terms of citation per paper and relative citation index. K. Dharma, R. Tiwari and Y.S. Malik were the most productive authors (with 63, 35 and 27 papers). H. Harapan, A.K.Singh and A Misra were the most impactful authors (with 90.42, 88.20 and 73.31 CPP). International Journal of Research in Pharmaceutical Sciences, Indian Journal of Medical Research and Diabetes and Metabolic Syndromes. Clinical Research and Review were the most productive journals (with 72, 56 and 50 papers). Conclusion: The paper provides a understanding of the current research on animal models presently used in Covid-19 research in India, identify key players and their collaboration patterns and key sub-fields, which may be useful to practicing scholars and clinicians to advance their future research in a more effective manner and to policymakers in deciding the area of research to be funded in future. [ABSTRACT FROM AUTHOR]

The paper explores India's response in the face of the COVID-19 educational crisis compared to the educational thoughts and experiments of Rabindranath Tagore, Asia's first Nobel laureate and an avid educator. The context of the study is formulated from the perception that the past and present are interconnected; hence examining similarities and dissimilarities between them can reveal latent undercurrents. A comparative historical method is employed for the study to take three diverse yet interconnected periods in the Indian education system--the Tagorean/colonial period, the post-independence period, and the pandemic period--for a continuous and comprehensive evaluation. Tagore's educational experiences evidenced that the colonial system reeled under biases that alienated the natives from their nation and its operations. Despite the efforts, the post-independence period bears remnants of the colonial system. The educational response to the pandemic also exhibits specific social, cultural, and economic tensions similar to its predecessors. As the COVID-19 lockdown implementation has forced shutters on the educational institutions, an increasing emphasis is laid on digital education without adequate engagement with the pre-existing challenges. Under this convoluted circumstance, the paper opines that colonization continues to be the underlying process propelling the education system. Thus, the Tagorean ideals of education and its indigenous ways require urgent consideration before falling back on the old system post pandemic or endorsing digital education as the next giant stride in education.

Violence against women is a problem worldwide, with economic costs ranging from 1% to 4% of global gross domestic product. During the coronavirus disease 2019 lockdowns, the United Nations coined the term the Shadow Pandemic to describe the increase in global violence against women. Here, using variation in the intensity of government-mandated lockdowns in India, we show that domestic violence complaints increase significantly in districts with the strictest lockdown rules. We find similarly large increases in cybercrime complaints. However, rape and sexual assault complaints decrease in districts with the strictest lockdowns, consistent with decreased female mobility in public spaces, public transport and workplaces where they might be at greater risk for rape and sexual assault. Medium-term analysis shows that increases in domestic violence complaints persist 1 year later, while other complaints related to rape, sexual assault and cybercrimes return to pre-lockdown levels., (© 2023. The Author(s), under exclusive licence to Springer Nature Limited.)

Purpose: To analyze exhaled airflow patterns in a clinical scenario and the impact of infection control practices and room air circulation in context of the COVID-19 pandemic., Setting: Raghudeep Eye Hospital, India., Design: Experimental study., Methods: Ten patients attending ophthalmic outpatient clinic (OPD) and operating room (OR) were included. Using Schlieren imaging, exhaled airflow patterns were documented with/without an N95 mask or face shield during respiratory activities. Recordings were performed with and without room air conditioning turned on. Exhaled airflow patterns in OPD and OR when using vs not using these infection control measures and the impact of room air circulation on these were compared., Results: Five patients each in OPD and OR were included. There was a forward stream of exhaled air from the patient's mouth/nose during all respiratory activities. An N95 mask dampened its intensity and forward transmission. Taping the mask around the nasal bridge further reduced airflow leakage. A mechanical barrier in front of the patient's face blocked forward propagation of the exhaled airflow. Turning on a forceful and direct draft of air over the surgeon's working area dampened and diverted the exhaled airflow away from the surgeons' breathing area. This effect was particularly pronounced in the OR, with the overhead laminar airflow., Conclusions: Using high force airflow with the draft facing downward can dampen and divert the exhaled airflow away from healthcare providers. Using masks/mechanical barriers and taping the mask reduces potential dissemination of aerosols and, thereby, human and surface contamination., (Copyright © 2021 Published by Wolters Kluwer on behalf of ASCRS and ESCRS.)

The forced changes and disruptions in educational systems and learning experiences due to the pandemic has impacted students' mental health and well-being. The present study aims to understand the effects of the determinants of well-being on students in India during the second wave (April to August 2021) of the COVID-19 pandemic. The determinants of well-being in this study are academic grit, intolerance to uncertainty and students' engagement in an online learning environment. In this study, well-being is characterized as students' confidence and satisfaction in an online learning and pandemic environment. The data collected from 1174 students (12-19 years) from various states, using standardized tools, were analyzed to find out about the mediating effect of students' engagement on the relationship between academic grit and well-being, and between intolerance to uncertainty and well-being. Further, the model fit analysis of the determinants of well-being is explored. The paper reports that students' classroom engagement does mediate in the path of academic grit and well-being, and in the path of intolerance to uncertainty and well-being. It also evidence the model fit of the influence of the determinants of well-being on that of school students during the second wave of the COVID-19 pandemic. The study also draws implications and suggestions for educators using the current model of students' well-being.

This paper examines leadership challenges in managing digital power and digital poverty, in the delivery of schooling during the Covid-19 emergency lockdown in India. The article suggests that although India is considered a global leader in digital technology, its primary and secondary school system suffers from digital poverty with associated tensions for school leadership. The paper explores the nature of teaching and learning in a selection of girls' schools in India during Covid-19. In the context of the pandemic, school leaders have had to respond quickly to remote learning, supporting teachers to facilitate the use of educational technology. Our research examined the experience of leadership in a cross section of schools from different geographical and socio-economic backgrounds. The respondents reflected on their engagement with digital literacy and remote teaching methodologies, and how the pandemic changed the classroom experience with little or no lead in time to adapt. The article examines how Indian women in positions of educational leadership perceive digital power or poverty and how it affects change and challenge in their leadership responsibility. Conclusions are drawn regarding educational practices operational at present and anticipate considerations which must be acknowledged to support virtual learning into the future.

Purpose: Virtual collaboration provides students with an opportunity to develop cultural intelligence while fitting into the team where the members are from diverse cultures. The purpose of this study is to explore whether global virtual team (GVT) projects raise students' understanding of cultural differences. In addition, it is interesting to know how internationally disruptive events such as the coronavirus disease 2019 (COVID-19) pandemic influence GVT projects. Design/methodology/approach: The research involved two parts--In the first part, a two-wave longitudinal study was conducted to investigate how intercultural sensitivity and intercultural communication competence coevolve within a group of international students enrolled in a virtual business professional project. In the second part, using word clouds and topic modelling on the participants' perceptions, the study investigated whether the sudden disruption caused by the pandemic show similar results in performance, focussing primarily on the resilience of virtual teams. Further, the study explored participants' perceptions towards online learning in higher education institutions as well as the attitude of corporate organizations towards remote working in the post-pandemic years. Findings: The results confirmed that GVT projects, in fact, do raise students' understanding of cultural differences and the need to adjust their behaviour accordingly in order to engage with their culturally different counterparts effectively. Participants reported an increase in their cognitive, behavioural and affective attributes. Research limitations/implications: Among the limitations of this study is the relatively small number of student participants. Furthermore, the number of respondents from India dominated the sample. Since the Indian students were disproportionately affected by the shutdown, causing them to return often to rural areas with poor Internet connectivity, responses concerning the disruption caused by the pandemic may be overriding negative. The same could be said of responses from US-American students, who often rely heavily on-campus employment or whose parents became unemployed during the pandemic, and thus were faced with disproportionate economic insecurity. Practical implications: This paper provides insights to the educators and international organizations on how such projects provide the skills essential for reducing costs, accessing knowledge, skills and abilities (KSAs) across borders, maintaining flexible work schedules and arrangements, and taking advantage of multiple time zones to increase productivity. Originality/value: While highlighting the significance of cultural intelligence, this paper investigated how the sudden disruption caused by a crisis such as the COVID-19 pandemic impacts performance, focussing primarily on the resilience of virtual teams.

The COVID-19 pandemic has struck education system around the globe. The pandemic initiated an immediate and complete lockdown of all the educational institutions, to keep social distancing. According to healthcare professionals, lockdown and social distancing could help to flatten the infection curve and reduce total fatalities from the COVID-19 pandemic. It has affected more than 90% of the world's learners, as the regular learning approaches are not appropriate in this out of the ordinary times and online learning seems to have become a critical salvation for learning, the educational institutions attempt to minimize the community spread of the disease. All the people participating in the education system accepted that teaching and learning methods need to be altered in the period of COVID-19 as the situation led to forced adaptation of e-learning methods. This paper investigates and evaluates the learners' perception in a higher education institution of India and compares the difference in the perception of the same students in Pre and Post COVID- 19 period, using the Statistical Package for Social Sciences program (SPSS) version 23.0 and JASP 0.14.1 software applications for descriptive and analytical statistics i.e. medium, minimum, maximum, paired t-test and correlation. The result of this papers confirmed that there exists a statistically significant difference in the students' perception towards the Pre-Pandemic and Post-Pandemic learning methods, which indicates that students have a higher perception of the Pre-Pandemic learning blended learning, than that of the Post Pandemic learning web-assisted learning.

This paper presents the findings of an exploration of student perceptions of blended learning in next normal management education. During the COVID-19 pandemic, online learning became the normal mode of teaching and learning in higher education. The changing landscape of higher education needs an innovative approach for teaching and learning. In the current circumstances, a combination of online and traditional learning may be assuming a place as the right learning model. This model is commonly known as "blended learning" which can be considered as the next normal learning process in higher education. The focus of this exploratory study is to present the perceptions of management students towards blended learning. Data were collected from 375 respondents from different institutes in India. Descriptive analysis of the responses has been presented. The results of the study show that the students of support blended learning in next normal management education. The study also found that students are ready for blended learning as the next normal learning process.

Intercultural competence (ICC) is increasingly important for healthcare professionals, and study abroad (SA) programs have been one mechanism to increase students' ICC. With SA programs being cancelled due to the pandemic, and qualitative literature supporting virtual intercultural learning (ICL), the purpose of this paper is to describe a novel approach towards "study abroad" without traveling abroad and evaluate participant gains in ICC with a virtual international ICL experience embedded into a graduate level pediatric audiology course. Nine U.S students and ten students at a partner institution in India were enrolled in the course. Comparison of pre- and post-IDI® scores showed a significant increase in ICC in both groups of participants. The increase in the group mean score for the U.S. students was substantially higher than the group mean score increases in SA students from the same institution. Qualitative reflections support the quantitative data. Overall, results indicate that embedding virtual international ICL activities in a course can be an effective mechanism to enhance ICC, both for U.S. students without traveling abroad, and for the overseas partner students, indicating that the program was mutually beneficial.

Higher education in India was caught completely unawares by the COVID-19 pandemic and the necessitated closure of educational institutions. Despite almost a decade of experience with online and distance learning at some top-tier and private institutions, the vast majority were unprepared and looked for quick solutions for different components of teaching-learning depending on the need of the hour. The immediate tool sought was a videoconferencing platform to substitute in-class lectures. With no access to a learning management system, faculty chose one platform for videoconferencing, one for interaction with students, and another for uploading class notes. Disparity in students' access to devices and the internet presented challenges. Assessment of learning, which hitherto was largely pen and paper based, was delayed for lack of a viable solution. Experiences documented in this study demonstrate faculty resilience, but lack of institutional leadership and preparedness is starkly evident.

The COVID 19 pandemic has shaken the world with rising deleterious effects. It triggered some fundamental changes to several population segments sand multiple sectors of the economy. The education system is no exception. With the educational institutions being closed due to lockdown for extended duration, delivery of education has been impacted. This paper examines the impact of COVID-19 pandemic on education services and proposes an outlook regarding the future of online learning. Given the acceptance by participants (learners and teachers) and advantages (in terms of spread and volume) of online learning over traditional learning, the online learning would continue to exist.

Campus crisis management remains an understudied topic in the context of COVID-affected higher education. In this paper, we contrasted the ability to tame the wicked problems brought by the pandemic of COVID-19 in private and public universities in Bangladesh, Cambodia, Colombia, India, Kazakhstan, Uganda, and Ukraine. The cross-country analysis and diversity of institutional types allowed us to consider a wide range of challenges faced by academic leaders and their institutions during the global pandemic. By drawing on institutional policy reviews and interviews with university administrators, we have examined tensions between the human and institutional agencies on these crisis-stricken campuses given differing institutional coupling, sizes, resources, and missions. The focus on agential co-dependencies and institutional coupling lays the ground for conceptualizing campus crisis management as a culturally specific construct in the context of higher education affected by the global pandemic.

Aim: The paper assesses the India's research output on "Impact of Covid-19 on Mental Health" indexed in Scopus database. Materials and Methods: The Scopus database was used to search for the articles published from India. Results: The search showed that since the onset of the pandemic upto 24th of April 2021, 1210 publications emerged from India, amounting to 6.87% share of the global output on the topic and averaged 5.97 citations per paper. India stood at 5th position in terms of number of publications on mental health, with highest number of publications emerging from United States (26.9%), followed by United Kingdom (13.35%), China (9.83%) and Italy (8.27%). About one-third (30.91%) of the publications involved international collaborations, with maximum number of collaborations were with United States, followed by United Kingdom, Australia, Italy, Canada, and Brazil. The most common keywords in the research included, 'mental health', followed by 'anxiety' and 'depression'. The research output came from 478 organizations, with maximum research coming from National Institute of Mental Health and Neuro Sciences (NIMHANS), Bangalore, All India Institute of Medical Sciences (AIIMS), New Delhi and Postgraduate Institute of Medical Education & Research (PGIMER), Chandigarh. About three-fourth (76.85%) of the mental health research emerged from institute other than these 3 institutes. Five out of the 10 most productive authors and 5 out of the most impactful authors were from institutes other than the 3 major institutes. Conclusion: To conclude, this bibliometric analysis suggest that, researchers from India contributed to about 7% of the global mental health research on Covid-19 and India stood at 5th position among the various countries in terms of global mental health research on Covid-19. [ABSTRACT FROM AUTHOR]

Science is all about how and why. India is a land of diversity and having an equally diverse education system. In a diverse classroom, it is important for the teacher to impart knowledge in such a way that it kindles curiosity in the learner. The best way to communicate science is 'learning by doing'. This requires great skill and apt teaching methodology especially in non-urban areas where the learning resources are scarce. In this regard there is a dire need for inexpensive, useful teaching and learning tools that can foster interest in science. This article is concerned with exploring the use and application of one such innovative tool--Foldscope™. Foldscope™ is a low cost, paper microscope that can help to magnify beyond the ability of unaided eye and explore our surroundings at the microscopic level. It is well suited to be used as a teaching and learning aide in Under-resourced regions. During the pandemic COVID-19 online and distance mode learning has come as a savior, this frugal tool can further facilitate practical learning because of its portability and unique features.

Objectives: The present study examines the publication output of authors from India on the topic of "Covid-19 and Psychology" using bibliometric methods. Methods: The publications as listed in Scopus database were identified by using "Covid-19" and its synonyms keywords in "Keyword" and "Title" tags. The results obtained were further restricted to subject "Psychology" under subject tag and country to India. Results: 372 publications emerged in the last 2 years on the topic of "Covid-19 and Psychology", accounting to 4.63% share of global output. About 9.95% and 25.81% share of Indian publications received external funding support and involved international collaboration, respectively. The author's from 277 organizations and 416 authors participated unevenly in the research in this area. The highest number of publications emerged from National Institute of Mental Health and Allied Sciences (NIMHANS), Bangaluru, followed by Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh, All India Institute of Medical Sciences (AIIMS), New Delhi and All India Institute of Medical Sciences (AIIMS), Bhubaneswar. Authors from Jawaharlal Institute of Postgraduate Medical Education and Research (JIPMER), Pondicherry had highest impact in terms of citations per paper and relative citation index, followed by authors from King George's Medical University (KGMU), Lucknow, and Manipal Academy of Higher Education (MAHE), Manipal. The journals that published the highest number of publications were Asian Journal of Psychiatry (158 papers), Indian Journal of Psychological Medicine (44 papers), and Frontier in Psychology (18 papers). The most commonly investigated topics in terms of frequency of appearances of keywords were mental health (93), followed by anxiety (80), mental disease (68), depression (64), mental stress (34), and social isolation. Conclusion: Over the last 2 years a large number of publications have emerged in the area of COVID-19 and psychology from India. [ABSTRACT FROM AUTHOR]

Pedagogical research during the COVID-19 pandemic initially focused on emergency remote teaching and subsequently shifted its focus to instructional design, student engagement, and teacher competencies. Existing research in the area highlights the need to go beyond an instrumental approach for e-learning to be truly effective. This includes examining critical factors such as power and control, the rationale behind decision-making processes, and accountability in educational policies in the context of e-learning. In an attempt to understand the mechanisms through which these critical factors influence remote teaching, the current paper employs an interpretative phenomenological lens to analyse subjective experiences of teaching online during the pandemic. Experiences particular to pre-pandemic teaching, transitioning to online teaching, and adapting to the new "normal" were explored. The overarching themes included the role of training/technical support, the need for enhancing student engagement, grading and assessment policies, the validity of online assessments, and optimal work-life balance. The uncertainty that the pandemic brought is far from resolved and there are still speculations regarding the resurgence of newer variants of COVID-19 and its repercussions on the education sector. The results of the study emphasise the fact that academicians are not just service providers but also end-users in online education. The findings will enable policymakers to reformulate decisions and guidelines in light of these dual roles, thereby addressing the needs and concerns of academicians more efficiently.

Purpose: This research aims to combine and extend the literature on the self-monitoring approach used by faculty members in online teaching during the COVID-19 pandemic using the Technology Acceptance Model (TAM) model. The study also highlights the challenges faced by faculty members in online teaching. Design/methodology/approach: Based on a mixed methodology approach, the primary data was obtained from the faculty members of the post-graduate business schools. This data enabled the measurement of self-monitoring adopted by the faculty members and the relationship of the factors by using the TAM model. Multivariate regression was adopted to study the relationships between the elements in the TAM model and faculty members' self-monitoring. Secondly, a few exploratory questions were asked to the respondents about the challenges faced by them during online teaching. Findings: The quantitative analysis conducted using multiple regression directed that the faculty's contentment with any digital platform influenced their engagement, attention and participation while taking an online class as a part of the self-monitoring process. The perception of the technology platforms used for online teaching affected the faculty members' self-monitoring dimensions: attention, participation and engagement. Based on the qualitative approach, the thematic analysis pointed out five major challenges for faculty members in conducting online classes: I.T. support, hesitation, interaction with peers and students, proficiency with an online platform and evaluation challenges. Research limitations/implications: This study was conducted during the complete lockdown of the COVID-19 pandemic; many faculty members were initially trained to get familiarized with the online teaching platforms and educate students. Hence, this study enriches the literature on online teaching during pandemic times. Practical implications: To ensure that the faculty impacts quality online education and the students obtain the knowledge and skills required, faculty need to alter their pedagogy based on the technology they use to focus on their students' teaching, learning and needs. Originality/value: This study measures self-monitoring and its dimensions for faculty members, which is unique in nature. This was the first time the faculty members were imposed with the responsibility of online teaching and ensuring that the learning-teaching process was fruitful. This study has both theoretical and practical implications as the paper focuses on various insights which can make online teaching-learning more effective.

Due to COVID-19, there was a sudden shift from offline campus learning to emergency remote learning. Consequently, there is little understanding of students' preferences, perceptions, and attitudes regarding online education. This research paper aims to bridge this gap through the study conducted over 3 months in three stages for business management students. Our study focuses on learning preferences, barriers, benefits, and opportunities in online learning during pandemic times. Our research has significant managerial implications. Our study concludes that making the online content more interactive, project-based, and less dependent on the live classes (by providing prerecorded lessons and notes) with clear communication of learning outcomes will benefit the students.

In this paper, the effectiveness of training faculty in laboratory teaching (the teaching of science in a laboratory setting using experiments and similar exercises) through the use of Information and Communications Technology (ICT)--virtual technologies for faculties in institutions of higher education in the Indian state of Kerala--was evaluated and measured. The efficacy of employing ICT to train teachers in higher education is important, and we have identified 5I factors (innovative, interactive, involvement, informative, and influential) to help ascertain the effectiveness of such technology training during pandemic teaching. The laboratory learning using VL can describe the student's engagement in the online learning process. This work more specifically identifies how ICT helps in laboratory teaching and identifies the critical pedagogical aspects of the ICT. If the technology has these 5I factors, then it will be an effective teaching method for laboratory learning. Here, we used the ICT-virtual labs in science as the technology to evaluate these five factors. The research first began by conducting an ethnicity profile of science teachers in the middle and high/secondary stages of school consisting of classes "VII," "IX," and "X" (i.e., students of ages 11 to 15). To evaluate the use of VL in the 5I framework, the faculties in science were divided into experimental and control groups (n = 101). The experimental group practiced in a virtual lab in the first stage, but the control group did not. Test I was then performed on both groups. In the second stage, both groups practiced with real lab equipment, and test II was conducted on both groups. The tests and other data from the two groups were statistically analyzed using independent t tests. There were notable differences between the experimental and control groups: in terms of time for understanding the concepts behind the experiment, time for doing the experiment, and accuracy in results, with the experimental group performing significantly better. On the other hand, there was no significant difference between the two groups in task completion accuracy. Overall, there was a beneficial transfer of training from the virtual lab exercise to the real lab, with the experimental group's average score being higher.

Purpose: This study aims to examine the adaptive leadership of doctors during COVID-19 to understand the leadership competencies required for adaptive events., Design/methodology/approach: Phenomenology-based qualitative design was used. Data were collected from six doctors from the state of Kerala, India using semi-structured interviews., Findings: Five themes were identified. The first theme, core leadership shows that doctors perceive leaders as educators, learners and social beings. The second theme, adaptive challenges, describes the ambiguous pandemic-related challenges that doctors are facing including, unusual occupational demands, information overload, sociocultural issues and personal intricacies. The third theme reflects that for doctors, adaptive work during the pandemic included - new learning to address unique issues, changing perspectives and establishing and maintaining a safe and engaging workplace environment. The fourth theme describes the adaptive leadership competencies such as regulating distress, providing direction, maintaining disciplined action, fostering collaboration, empowering, understanding organizational linkages, strategic vision and communication skills. The fifth theme elucidates the lacunae in leadership training as perceived by the doctors., Research Limitations/implications: The findings can help in developing and enhancing competency frameworks for doctors' adaptive leadership., Originality/value: This is one of the earliest studies to systematically examine components of adaptive leadership for doctors during COVID-19 and identify associated competencies., (© Emerald Publishing Limited.)

During the COVID-19 pandemic, a countrywide lockdown of nearly twelve weeks in India reduced access to regular healthcare services. As a policy response, the Ministry of Health & Family Welfare which exercises jurisdiction over telemedicine in India, rapidly issued India's first guidelines for use of telemedicine. The authors argue that: guidelines must be expanded to address ethical concerns about the use of privacy, patient data and its storage; limited access to the internet and weaknesses in the telecom infrastructure challenge widespread adoption of telemedicine; only by simultaneously improving both will use of telemedicine become equitable; Indian medical education curricula should include telemedicine and India should rapidly extend training to practitioner. They determine that for low- and middle-income countries (LMIC), including India, positive externalities of investing in telemedicine are ample, thus use of this option can render healthcare more accessible and equitable in future., (© 2021. The Author(s).)

Purpose: Extracorporeal membrane oxygenation (ECMO) use for severe coronavirus disease 2019 (COVID-19) patients has increased during the course of the pandemic. As uncertainty existed regarding patient's outcomes, early guidelines recommended against establishing new ECMO centers. We aimed to explore the epidemiology and outcomes of ECMO for COVID-19 related cardiopulmonary failure in five countries in the Middle East and India and to evaluate the results of ECMO in 5 new centers., Methods: This is a retrospective, multicenter international, observational study conducted in 19 ECMO centers in five countries in the Middle East and India from March 1, 2020, to September 30, 2020. We included patients with COVID-19 who received ECMO for refractory hypoxemia and severe respiratory acidosis with or without circulatory failure. Data collection included demographic data, ECMO-related specific data, pre-ECMO patient condition, 24 h post-ECMO initiation data, and outcome. The primary outcome was survival to home discharge. Secondary outcomes included mortality during ECMO, survival to decannulation, and outcomes stratified by center type., Results: Three hundred and seven COVID-19 patients received ECMO support during the study period, of whom 78 (25%) were treated in the new ECMO centers. The median age was 45 years (interquartile range IQR 37-52), and 81% were men. New center patients were younger, were less frequently male, had received higher PEEP, more frequently inotropes and prone positioning before ECMO and were less frequently retrieved from a peripheral center on ECMO. Survival to home discharge was 45%. In patients treated in new and established centers, survival was 55 and 41% (p = 0.03), respectively. Multivariable analysis retained only a SOFA score < 12 at ECMO initiation as associated with survival (odds ratio, OR 1.93 (95% CI 1.05-3.58), p = 0.034), but not treatment in a new center (OR 1.65 (95% CI 0.75-3.67))., Conclusions: During pandemics, ECMO may provide favorable outcomes in highly selected patients as resources allow. Newly formed ECMO centers with appropriate supervision of regional experts may have satisfactory results., (© 2021. Springer-Verlag GmbH Germany, part of Springer Nature.)