“…These frustrations were echoed in many published studies conducted during the pandemic. Healthcare students preferred traditional lectures due to the lack of application of clinical skills, minimal opportunities for interaction, the poor delivery methods of technologically-naïve faculty members, vague or inadequate policies for online classes, exams, and grade distribution, limitations on exam times, and difficulty concentrating [ 45 , 46 , 57 , 59 , 60 , 61 , 62 , 63 , 64 , 65 ]. Recommendations for improvement included combining traditional teaching methods and blended learning, more interaction during lectures, and better-designed e-courses [ 45 , 62 , 66 ].…”