Table 2 Subcategories, categories, and themes of data analysis

Decreased student participation in the classroom

Decreased sense of social presence and classroom management

Lack of medical students’ socialization

Poor management of students

Diminished role of the health profession educator in teaching

Decreased desirable social learning

A decrease in cooperative learning and cohesiveness

A decrease in students’ motivation to learn and sense of belongingness

Lack of health profession educators’ role modeling

Lack of professional identity acquisition

Lack of the hidden curriculum

One-way communication/ Lack of two-way communication

Inadequate educational feedback

Lack of interaction with students

Offline feedback on students’ assignments

Student-health profession educator interaction via different platforms

Unfair evaluation

Students’ weak economic status

Infrastructural barriers to establishing optimal communication

Slow internet speed

Lack of appropriate facilities

Lack of support center

The parties’ unfamiliarity with each other and creating misunderstandings

Uncivilized behaviors

Communication-related concerns

Academic dishonesty

Concealment

Procrastination

Lack of privacy/confidentiality

The double effort of students/ the forced student-centered approach

Feeling of lack of support and encouragement in students

Lack of motivation due to lack of educational interaction with other health profession educators and students

The reduction of educational innovation

Dilemmas

Health profession educators’ distress

Students and health professions educators’ procrastination

The high volume of dialogues