The Covid-19 pandemic disrupted academic life worldwide, for both students and teachers." Then the next sentence stating the purpose of study is highlighting that its specifically internal medical students and bioethics teachers. The purpose of this study is to shed light on the collective adversity experienced by international medical students and bioethics teachers amidst the Covid-19 pandemic in relation to both personal and academic life. The authors wrote subjective memoirs that were analyzed using a collective autoethnography method to find similarities and inconsistencies between their experiences. The results consist of three different sections; falling apart, bouncing back and bioethics. ‘Falling apart’ explores the breakdown of daily lives during the initial stages of the pandemic, shown through subjective quotes contextualized through the authors commentary. The consensus is that the journey home and the move to remote education, were the two main perpetrators for the breakdown ‘Bounce back’ focuses on the authors’ rebirth after the initial breakdown, by acquiring new information about the virus, discovering substitute hobbies, like home workout or dancing, and the students learning to adjust their exam expectations. 'Bioethics’ is about how it was to learn and teach this subject during the pandemic, and how you can apply bioethical knowledge to better understand and cope with some of the pandemic’s moral dilemmas. The study presents how important bioethics is during a global pandemic, as well as the struggles of remote learning, from both the students’ and the professors’ point of view.

The COVID-19 pandemic disrupted academic life worldwide for students as well as educators. The purpose of this study is to shed light on the collective adversity experienced by international medical students and bioethics educators caused by the COVID-19 pandemic in relation to both personal and academic life. The authors wrote their subjective memoirs and then analyzed them using a collective autoethnography method in order to find the similarities and differences between their experiences. The results reveal some consistent patterns in experience that are captured in two metaphors: Falling apart and Bouncing back. “Falling apart” involves the breakdown of daily lives during the initial stages of the pandemic, shown through subjective quotes contextualized through the authors’ commentary. The consensus is that returning home and the transition to remote education were the two main reasons for the breakdown. “Bouncing back” encompasses the authors’ recovery after the initial breakdown, achieved by acquiring new information about the virus, discovering how to continue their hobbies at home, such as working out or dancing, and learning to adjust exam expectations. At the educational level, the bioethics course, which guided students through the ethical dilemmas of the pandemic, played an important role in the recovery/bouncing back process. For that reason, we report on how it was to learn about and teach this subject during the pandemic, and how bioethics knowledge was applied for better understanding and coping with some of the moral dilemmas related to the pandemic. The study testifies to the importance of bioethics education during a pandemic and explains how this can contribute to shaping the moral resilience of future medical practitioners.