The COVID-19 pandemic was one of the most challenging situations that affected all aspects of humans’ life including education and active face to face teaching and learning methods. Engaging learners in the teaching and learning process, teaching faculty members, and employing technologies to enhance teaching and learning requires adapting instructional methods based on diverse situations, especially in crises and force majeure. This study was an attempt to design and implement an electronic gallery-walk (e-gallery-walk) based on Gagne’s Nine Events of Instruction. A teacher training e-course was designed, developed, and implemented during COVID-19 era at the Center of Pedagogical Training and Academic Development at Hawler Medical University, Iraq. Moreover, for the purposes of this study different formative assessment tools were designed and implemented. Thirty-eight MSc and PhD graduates from different medical specialties who were university instructors participated in this study and their learning was assessed via the designed assessment tools. This hands-on-experience indicates that a carefully designed and implemented e-gallery walk enhances student-centered activity in an online faculty development program. This approach by improving student engagement results in more meaningful discussion and peer instruction. The e-gallery walk gives teachers and students a valuable experience of using technological advances and digital tools to modify face-to-face activities. These tools ensure successful teaching and learning practice in critical conditions when remote activities are deemed necessary. The study findings indicate that peer and teacher immediate feedback is highly influential on the quality of teaching and learning and a modified e-gallery walk could be a suitable choice to improve the process in virtual settings.