The current research is based on two educational changes introduced in an English class for prospective medical doctors. These changes involved a shift in the educational process: first, adopting an English for Medical Purposes (EMP)based approach that emphasizes communicative skills, designed following a comprehensive needs assessment due to its special focus on EMP. Second, the class was moved to an online platform, delivered both synchronously and asynchronously. Grounded in qualitative case study research, this study aims to explore the perceived usefulness of implementing such an EMP-based English class in an electronic delivery mode by examining the reflections, evaluations, and experiences of English lecturers throughout the course. Evidence was gathered from various sources, including weekly meetings, mobile group chats, informal telephone interviews, and online journals. Overall, the findings indicated that while the change in the program's course content, with its focus on communicative competence in EMP, was highly appreciated, the electronic delivery mode specifically its new educational environment received relatively less positive feedback. Lessons learned from this experience within the context of EMP may benefit future curriculum designers, course teachers, and other stakeholders interested in similar educational innovations.