OBJECTIVE: To explore the long-term impact of the forced transformation from face-to-face into online learning upon middle eastern students enrolled in a problem-based curriculum based medical school in Bahrain.

METHOD: Colaizzi’s phenomenological descriptive method of enquiry and data analysis approach was adopted as the research methodology. Snowball 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 of compulsory online learning during the COVID-19 pandemic. Data were collected in in English language. Responses from the participants were analysed and themes were generated after two researchers coded the data and explored patterns within the data.

RESULTS: We identified five distinct but interrelated themes within the data. The students labelled shift to online learning as new experience, yet they considered it extremely convenient, they believed that they had 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.