Supporting medical education for Gaza’s future physicians: a mixed-methods evaluation of a tele- mentoring program, 2025-2026

Abstract Introduction : The destruction of Gaza’s health and educational infrastructure since October 2023 has disrupted medical education for thousands of students and severely limited access to clinical training. In response, a virtual community of practice (VCoP) delivering case-based tele-mentoring sessions was implemented to support continuity of clinical education for medical students at the Islamic University of Gaza. This study evaluated its implementation and perceived impact. Methods : A mixed-methods formative evaluation of 16 virtual case-based sessions delivered between August 2025 and April 2026 was conducted. Quantitative data included attendance records and participant surveys. Qualitative data from focus group discussions and open-ended survey responses were analysed using inductive thematic analysis. Results : 131 students attended at least one session. 88% of post-session respondents rated sessions as good or excellent and 91% reported they would apply the learning in practice. All end-of-series respondents (100%) reported that the case-based model enhanced their learning and 97% reported improved clinical knowledge. Qualitative analysis identified three themes with strong inter-coder agreement (Cohen’s κ = 0.87): the educational value of the case-based model; the compensatory and continuity function of the VCoP amid war-driven disruption; and implementation considerations that enabled participation despite severe operational challenges. Conclusion : The VCoP was both feasible and effective in sustaining clinical medical education during active conflict functioning as both an educational intervention and a source of professional identity and continuity support. Participatory tele-mentoring models may help mitigate long-term health-workforce losses where health and educational systems are disrupted.