Enhancing Virtual Learning in Medical Education: Strategies Emerging from the COVID-19 Pandemic in Iran

Abstract

Introduction: The COVID-19 pandemic significantly disrupted medical education, forcing institutions worldwide to adopt virtual learning solutions. In Iranian medical universities, this transition posed challenges due to limited digital infrastructure and a lack of prior experience with online education. This study aims to identify and prioritize effective strategies for enhancing virtual learning in medical education, guided by the Blended Learning Model, which integrates online and face-to-face teaching methods. Methods: A mixed-methods approach was employed in 2023. In Phase 1, a systematic review was conducted to extract best practices in virtual learning from the global literature. In Phase 2, a modified Delphi method was used to build expert consensus. Twelve experts, including medical educators, policymakers, and researchers, were purposively sampled. To minimize bias, experts from diverse fields and institutions were included, and the anonymity of responses was ensured. The Delphi process consisted of two rounds: (1) qualitative refinement of 62 initially identified strategies and (2) quantitative evaluation of 45 refined strategies using the FAME framework (feasibility, appropriateness, meaningfulness, effectiveness). Results: The highest-rated strategies included the integration of social networks as educational tools, the development of an online IT support system, the pre-assessment of students before virtual learning interventions, the provision of psychological support services for students, the enhancement of server capacity and cybersecurity measures, and the implementation of flexible assessment methods (e.g., replacing final exams with continuous evaluation). Discussion: Adopting blended learning strategies can enhance the sustainability and effectiveness of virtual medical education. Conclusion: This study highlights the need for investment in digital infrastructure, faculty training, and student support services to optimize virtual learning experiences. Future research should assess the long-term impact and cost-effectiveness of these strategies across diverse educational settings. © 2026 The Author(s). Published by Bentham Open. This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.