The impact of COVID-19 on the HIV continuum of care: challenges, innovations, and opportunities.

INTRODUCTION: In February 2019, the United States (US) launched the Ending the HIV Epidemic (EHE) initiative with emphasis on improving the various steps of the Human Immunodeficiency Virus (HIV) prevention and care continuum. However, in March 2020, the Coronavirus Disease 2019 (COVID-19) pandemic was declared, curtailing efforts to end the epidemic in the US. AREAS COVERED: To describe the impact of the pandemic on EHE in the US, the authors performed a comprehensive literature review focusing on outcomes at each step of the HIV care continuum. Simultaneously, they identified examples of pandemic-era innovations that may help EHE. EXPERT OPINION: Numerous studies demonstrated pandemic-related disruptions across the care continuum as well as the impact on preexisting barriers to care among People with HIV (PWH) at higher risk for poor outcomes. As the pandemic progressed, innovative approaches to delivering healthcare and providing essential services emerged, including widespread use of telemedicine, expansion of home-based care, self-collected sexually transmitted infection (STI) and HIV testing, and co-located testing for COVID-19 and HIV/STIs. While the COVID-19 pandemic initially hindered achieving EHE in the US, the ability to be agile, flexible, and creative led to innovation in HIV care delivery that may ultimately assist in meeting EHE goals as we transition into the post-pandemic era.

Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19.

Because of the COVID-19 pandemic, many colleges and universities announced an abrupt transition to remote learning during the spring 2020 semester. In this report, we discuss the instructional changes that were implemented in an undergraduate microbiology course at a small liberal arts college as a result of this transition. The effectiveness of these curricular changes was assessed using a standard course feedback instrument to understand student attitudes and perceptions. Our results indicate that the switch to a thematic focus enhanced the course and specific instructional changes, including the use of preclass introductory videos and electronic forums, were useful and informative. Based on these findings, we propose that relatively minor changes to instructional strategies may enhance remote learning. Moreover, these same changes could be used to improve in-person classes.