The current research is based upon two educational changes introduced in an English class for prospective medical doctors. The changes were made in its approach to the educational process, namely an English for Medical Purposes (EMP)-based approach highlighting communicative skills designed following a comprehensive needs assessment due to its special focus on EMP, and in its educational platform where it was moved to an online environment and delivered both synchronously and asynchronously. Grounded in qualitative case study research, the research attempts to explore the perceived usefulness of implementing such an EMP-based English class in an electronic delivery mode by shedding a light on the reflections, evaluations, and experiences of English lecturers shared throughout the delivery of the EMP class. The evidence was based on various sources including weekly meetings, mobile group chats, informal telephone interviews, and online journals. The overall findings indicated that while the change in the program concerning the course content with a focus on communicative competence in EMP was more appreciated, the electronic delivery mode, e.g. its new educational environment, was relatively less rewarded. Lessons learned from this experience within the context of EMP may help future curriculum designers, teachers as course designers, and other interested parties.