Background: The realization of the profession's role in both of global and personal concept affected the self-identification among 2020 medical students. COVID-19 pandemic can hinder, accelerate, or change medical students' professional identity formation. Objective: To assess the level of satisfaction about blended learning among undergraduate medical students at Zagazig University and to determine challenges, which face the medical students during blended learning education in Faculty of Medicine. Patients and Methods: This cross-sectional study was performedduring the period from September 2020 to July 2021 at Zagazig University, Egypt. This research included 277 undergraduate medical students. Results: The current study reported that interaction satisfaction score ranged from 18 to 53 with median 37 and 53.1% of students reported high satisfaction with interaction domain. There was statistically significant correlation between total satisfaction score and both age and technology barrier. There was statistically non-significant correlation between total satisfaction score and communication barrier. Conclusion: The results show that the majority of our sample students were highly satisfied with blended learning and reported low barriers to e-learning. Students still prefer face-to-face courses despite their satisfaction with their grades and performance in blended learning courses.