Facilitators and Barriers to Using Virtual Education in Clinical Teaching

</strong> Following the COVID-19 pandemic, in-person education has gradually resumed, while virtual education has emerged as more than just a temporary solution during quarantine. Due to generational changes and the characteristics of artificial intelligence Generation learners, universities are increasingly inclined to utilize virtual education. This study aimed to explore their experiences with virtual clinical teaching.

</strong> The aim of this study was to explore the quality of the Virtual education in clinical setting for medical students.

</strong> We used a qualitative study approach. Utilizing data from semi-structured interviews with 14 clinical teachers in their virtual teaching. Lincoln and Guba's approach was used to determine data trustworthiness.

</strong> Through the analysis of the collected data, one key theme consistently emerged across the findings, the "</strong>Complementing role of clinical education,"</strong> there were two categories of clinical teaching facilitators and virtual clinical teaching barriers.

</strong> Virtual clinical education is a valuable supplement for medical learning endeavors, augmenting the quality of instruction and assimilation within this discipline.