ABSTRACT Background and Aims Clinical education is a fundamental component of medical training that faced numerous challenges during the COVID‐19 pandemic. Understanding faculty members' experiences and strategies can inform plans for enhancing educational quality during future health crises. This study aimed to explore faculty members' experiences in delivering clinical education during the pandemic. Methods This qualitative study used a conventional content analysis approach. Data were collected through semi‐structured interviews employing purposive sampling. Interviews continued until data saturation was achieved. In total, 14 participants were interviewed. The credibility of the findings was assessed using the criteria proposed by Guba and Lincoln. Results The analysis yielded three main themes. The first theme, challenge‐based experience, consisted of subcategories including intrapersonal psychological challenges, environmental misinformation, and systemic management deficiencies. The second theme, change‐based experience, comprised subcategories such as shifts in protective roles, modifications in clinical education environments, changes in patient collaboration, heightened attention to professionalism, and strengthened role modeling. The third theme, problem‐solving‐based experience, encompassed subcategories such as an emphasis on feedback, clinical education strategies, educational equity approaches, systemic solutions, exploration of international approaches, and comprehensive assessment strategies. Conclusion The study delineates a three‐phase adaptation trajectory—through confronting challenges, navigating changes, and implementing problem‐solving strategies—that enabled faculty to sustain clinical education during the pandemic. These experiences yield critical, actionable recommendations for future crisis preparedness. We recommend that institutions integrate hybrid clinical training models and develop formal faculty development programs focused on digital pedagogy and crisis management. Embedding these evidence‐based strategies into medical education policy is crucial for building a resilient and equitable clinical education system capable of withstanding future disruptions.
Ahmadi et al. (Sun,) studied this question.