Clinical learning in medical education experienced drastic changes due to the COVID-19 pandemic, including the transition from traditional to online and blended learning models. This condition has resulted in the reduction of student's clinical skills experience. The adaptation process has become challenging and crucial to determining the success of clinical education. The aim of this study is to explore student adaptation to blended learning in clinical stage during the COVID-19 pandemic. This study used a qualitative phenomenology design. Data were collected through focus group discussions (FGDs) with 33 students divided into four sessions. The collected data were transcribed and analysed using thematic analysis methods. Triangulation and member checking were conducted to ensure trustworthiness. We identified nine themes and subthemes in three categories. The first category concern changes in clinical learning, including changes in the education system, student's emotional reactions and obstacles. The second category focuses on medical students' perceptions about blended learning, including benefits and burdens. The last category concerns student adaptation to clinical education, including adaptation to the pandemic situation and blended learning, factors influencing student adaptation and expectations. Students adapted to blended learning by preventing COVID-19 infection, preparing gadgets and information technology (IT) skills, learning innovation and time adjustment. Blended learning was considered beneficial in terms of accessibility, effectivity, flexibility and self-improvement opportunities, while challenges such as teaching clinical skills, less clinical exposure, inappropriate schedules, technical problems, communication barriers, a non-conducive learning environment and complicated examination procedures need to be addressed. Internal and external factors influence student success in blended learning. © Malaysian Association of Education in Medicine and Health Sciences and Penerbit Universiti Sains Malaysia 2024.