Perceptions of hybrid learning across different stages of the COVID-19 pandemic among health professional students: a cross-sectional survey

Purpose The COVID-19 pandemic prompted the adoption of hybrid learning, combining online and in-person instruction. Understanding students' perceptions is critical to evaluating their effectiveness. This study aims to explore health professional students' perceptions of hybrid learning across different stages of the COVID-19 pandemic and identify any variations in perceptions. Design/methodology/approach This cross-sectional quantitative study involved 341 UAE health professional students. Data was collected using an online Google Forms questionnaire developed after a literature review and aligned with the CHERRIES checklist. The instrument included 9 closed-ended questions covering demographics and perspectives on hybrid learning during different stages of the pandemic. Descriptive statistics and chi-square tests were used to analyze associations. Informed consent and anonymity were maintained. Findings The study shows changes in post-pandemic perceptions of hybrid learning that are connected to gender, with a higher proportion of females (56.6%) expressing satisfactory experiences. The study also found significant differences among three universities through different stages of the COVID-19 pandemic (during, late and post) (χ2 = 17.692, p = 0.024), (χ2 = 18.843, MCp = 0.011) and (χ2 = 34.926, p = 0.001), respectively. Additionally, the study revealed significant differences in students' perceptions of hybrid learning post-COVID-19, with nursing, anesthesia technology (AT) and dental students showing contrasting experiences, while medical imaging and laboratory sciences students showed more positive views. Practical implications and conclusion Findings support the optimization of hybrid learning in health professions education by guiding policymakers, institutions, and instructors to design adaptive frameworks that address diverse student needs and remain effective during crises. Originality/value This study provides new insights into hybrid learning by comparing gender, discipline and institutional differences across three pandemic stages. It extends prior research by including multiple health disciplines and universities in the UAE.