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Background At the end of December 2019, a novel coronavirus tentatively named SARS‐CoV‐2 in Wuhan, a central city in China, was announced by the World Health Organization. SARS‐CoV‐2 is an RNA virus that has become a major public health concern after the outbreak of the Middle East Respiratory Syndrome‐CoV (MERS‐CoV) and Severe Acute Respiratory Syndrome‐CoV (SARS‐CoV) in 2002 and 2012, respectively. As of 29 October 2020, the total number of COVID‐19 cases had reached over 44 million worldwide, with more than 1.17 million confirmed deaths. Discussion SARS‐CoV‐2 infected patients usually present with severe viral pneumonia. Similar to SARS‐CoV, the virus enters respiratory tract cells via the angiotensin‐converting enzyme receptor 2. The structural proteins play an essential role in budding the virus particles released from different host cells. To date, an approved vaccine or treatment option of a preventive character to avoid severe courses of COVID‐19 is still not available. Conclusions In the present study, we provide a brief review of the general biological features of CoVs and explain the pathogenesis, clinical symptoms and diagnostic approaches regarding monitoring future infectivity and prevent emerging COVID‐19 infections., The essential structural proteins play an important role in budding the virus particles released from different host cells. Notably, reported cases confirm human‐to‐human transmission, along with numerous cases of exported virus infections all over the world. However, to date, an approved vaccine or treatment option of preventive character to avoid severe courses of COVID‐19 is still not available. In the present study, we provide a brief review of the general biological features of CoVs and explain the pathogenesis, clinical symptoms and diagnostic approaches with regard to monitoring future infectivity and preventing emerging COVID‐19 infections.

CONTEXT The crucial role of academic leadership in the success of higher education institutions is well documented. Medical education in Iran has been integrated into the health care system through a complex organisational change. This has called into question the current academic leadership, making Iranian medical universities and schools a good case for exploring the challenges of academic leadership. OBJECTIVES This study explores the leadership challenges perceived by academic managers in medical schools and universities in Iran. METHODS A qualitative study using 18 face-to-face, in-depth interviews with academic managers in medical universities and at the Ministry of Health and Medical Education in Iran was performed. All interviews were recorded digitally, transcribed verbatim and analysed by qualitative content analysis. RESULTS The main challenges to academic leadership could be categorised under three themes, each of which included three sub-themes: organisational issues (inefficacy of academic governance; an overly extensive set of missions and responsibilities; concerns about the selection of managers); managerial issues (management styles; mismatch between authority and responsibilities; leadership capabilities), and organisational culture (tendency towards governmental management; a boss-centred culture; low motivation). CONCLUSIONS This study emphasises the need for academic leadership development in Iranian medical schools and universities. The ability of Iranian universities to grow and thrive will depend ultimately upon the application of leadership skills. Thus, it is necessary to better designate authorities, roles of academic staff and leaders at governance.