RESUMO
INTRODUCTION@#The COVID-19 pandemic forced Philippine medical schools to adapt their curriculum design to fit an online setup. This study aimed to analyze and interpret the lived experiences of medical students who experienced online learning during the COVID-19 pandemic and to explore the adaptations to online learning.@*METHODS@#This is an interpretive phenomenological study using purposive sampling. Participants were 1st to 3rd year medical students enrolled for Academic Year 2020-2021. Participants were interviewed online by a psychologist who was not part of the research team using a 13-question guide. The interviews were recorded and transcribed. Interview data were analyzed and interpreted using interpretative phenomenological analysis (IPA).@*RESULTS@#Nine medical students were interviewed. The IPA identified six superordinate themes: 1) positive adaptations through positive reframing; 2) resulting mental health concerns; 3) intrinsic and extrinsic concerns encountered; 4) self-awareness as a first step towards adjustment; 5) dual role of family; and 6) perceptions on systemic response. @*CONCLUSION@#Online medical education during the pandemic resulted in problems and mental health concerns among participants, and many developed self-awareness and positive adaptations specific to the online setup. Participants’ families helped some adjust, while others posed an additional challenge. Both positive and negative perceptions of the systemic response of the school also arose.