Background: The COVID-19 pandemic forced educational institutions to adopt online methods which were inevitable to keep the continuity of education across all academia after the suspension of traditional educational systems. The aim of this study was to explore the experience of faculty and students of online learning and their preference of the mode of learning after the pandemic.Methods: This is a mixed-method study that encompassed a quantitative component (researcher-made survey consisting of 22 items under three domains) and a qualitative component (focus group discussions). Quantitative data analysis was done, and quantitative variables were presented as means and standard deviations. Paired samples t-test and Chi-square test were used. A p-value ˂ 0.05 was considered as a cut-off point of statistical significance. Thematic analysis of qualitative data was used to code, interpret, and make sense of the data. Results: The mean scores of responses of faculty members and students were in favor of face-to-face and blended learning compared to online learning in all survey items with a statistically significant difference. More than half of the students preferred the face-to-face mode of learning, while most of the faculty preferred the blended mode of learning.Qualitative analysis identified five themes and revealed suggestions that at least 30% of the curriculum could be taught online post-COVID-19. Some aspects of clinically oriented teaching including history taking and case discussions can also be delivered online in the future. Faculty members and students reported that dealing with online education was not difficult, although the transition was not smooth. Conclusion: The study revealed that although online learning is the possible educational adaptation during the pandemic, medical students and faculty still prefer face-to-face and blended modes of learning for their higher benefits.