Objective: The COVID-19 pandemic compelled global educational institutions to shift to online teaching. In developing countries like Pakistan, this transition presented unique challenges. This research aims to explore the perceptions and challenges faced by faculty members engaged in online teaching, particularly in the context of clinical education, in Pakistan.Materials and Methods: This is a qualitative, exploratory study. It seeks to analyze the experiences of medical institution that implemented online instruction for the first time during the COVID-19 pandemic. The lack of information prompted the use of descriptive phenomenology. The descriptive phenomenology assisted the participants in articulating their relevant observations, perspectives, and “lived experience”. Each of the four groups consisted of six participants with online teaching experience and included both faculty members of basic sciences and clinicals. The acquisition of data consisted of semi-structured, open-ended interviews lasting approximately 60 to 90 minutes until data saturation was reached.Results: The data analysis revealed significant themes related to online teaching. Faculty members identified challenges that affected the academic credibility of students and highlighted the need for adapting teaching methodologies for cognitive and skill-based learning outcomes. The absence of divergent perspectives among faculty members was evident.Conclusion: The research concludes that faculty encountered diverse challenges while adapting to online teaching in a developing country. Tailored strategies for active student engagement, learning from developed countries, and adopting blended learning can facilitate successful integration. Continuous improvement and understanding unique challenges enable educators and policymakers to enhance online education quality in developing nations, promoting effective knowledge dissemination during future crises.
Farrukh et al. (Wed,) studied this question.