Two years into digital transformation: the lived experiences of Middle Eastern medical students in a problem-based curriculum

OBJECTIVE: To explore the long-term impact of the transformation from faceto-face into online learning on Middle Eastern students enrolled in the medical school at Bahrain having a problem -based curriculum. METHODS: Colaizzi's phenomenological descriptive method of enquiry and data analysis approach was adopted as the research methodology. Purposive sampling method was used until the stage of data saturation was reached with a total of 13 medical student participants exposed to at least two years (February 2020 to January 2022) of compulsory online learning during the COVID-19 pandemic. The data were collected in English. Responses from the participants were analyzed, and themes were generated after two researchers coded the data and explored patterns within the data. RESULTS: The data analysis revealed five distinct but interrelated themes from the narratives of medical students' lived experiences. The students considered the shift to online learning as new experience that is extremely convenient. However, they believed that it provided them with more time to study, they had the flexibility of going back to recorded lectures at their own convenience; however, they described that communication was negatively impacted, yet they wanted to continue with online learning. CONCLUSION: Medical students have adequately adapted to the transformation of their learning from face-to-face into online. However, concerns remain in view of its negative impact on communication and hands-on skills which makes mixed education more appropriate in the post COVID-19 era.