Abstract

This study explores the experiences of academic administrators and teachers in health sciences education in the Middle Eastern region as they transitioned to emergency online instruction during the COVID-19 pandemic. A qualitative methodology was used to gather information from nine faculty members who had experienced the transition to online teaching and learning. The data were analyzed using Braun and Clarke’s six-step thematic analysis approach, leading to the identification of four main themes: preparing for digital transition, teaching-learning and skill training, online assessments, and transfer of learning. The study found that the pandemic presented challenges such as lost opportunities for experiential learning and peer interaction, and faculty members struggled to adapt to the rapid changes required for virtual learning transition. However, it also provided opportunities for continuous improvement of teaching-learning approaches and curriculum delivery. The paper suggests that the pandemic has brought new insights into ideas to establish effective web-based education, which could have future benefits for health sciences education.