{"id":20111,"date":"2026-07-31T10:32:27","date_gmt":"2026-07-31T10:32:27","guid":{"rendered":"https:\/\/woncaeurope2026.org\/sessions\/medical-education-engagement-in-the-post-pandemic-era\/"},"modified":"2026-07-31T10:32:27","modified_gmt":"2026-07-31T10:32:27","slug":"medical-education-engagement-in-the-post-pandemic-era","status":"publish","type":"wsa_session","link":"https:\/\/woncaeurope2026.org\/fr\/sessions\/medical-education-engagement-in-the-post-pandemic-era\/","title":{"rendered":"Medical education engagement in the post-pandemic era"},"content":{"rendered":"<p>Higher attainment at university is linked with attendance at timetabled teaching sessions. Understanding student motivations and priorities in learning is crucial to\u00a0enhancing\u00a0engagement.\u00a0During the COVID-19 pandemic,\u00a0education systems worldwide transitioned to online platforms with little preparation.\u00a0At University of Glasgow virtual tutorials using pre-recorded GP consultations were developed, evaluated positively, and formally integrated into the curriculum.\u00a0 Over the last 2 years attendance at these sessions has been poor. Last year many\u00a0students failed\u00a0the written exam and low performance was linked with attendance at timetabled teaching sessions. \u00a0This study\u00a0aimed to understand the cause of low attendance and whether the pedagogy and structure of the tutorials was\u00a0still engaging and appropriate in the post-pandemic era.A\u00a0mixed-methods approach was used, including questionnaires, using Likert scales to assess student attitudes towards online and in-person learning with follow-up focus groups to explore in-depth perceptions about the effectiveness of pedagogical approaches and factors influencing\u00a0approaches in the post-COVID era.This offers a review of the pedagogy of online GP teaching in a UK university\u00a0and how understanding students educational needs can be used to address curriculum redesign to improve long term attendance.Medical students have competing demands on their time and often take strategic approaches to learning aiming to achieve optimum grades\u00a0through effective time management\u00a0and selective study. Self-efficacy and autonomy experienced during remote learning influenced preferences, reducing perceived necessity for live attendance Actively involving students in the creation of learning materials and incorporating student feedback\u00a0could improve attendance and engagement through building a\u00a0sense of ownership.The pandemic acted as a catalyst for rapid development in online learning methods and this transition highlighted both opportunities and challenges. While it has offered flexibility, some students have found it difficult to engage with. Online learning has a place in\u00a0medical curriculums especially when modern day teaching needs to engage large numbers of students from diverse backgrounds\u00a0with differing needs.The adoption of innovative educational delivery styles and collaborative efforts between educators and students will be essential in shaping the future of medical education in the post-pandemic era.<\/p>\n","protected":false},"template":"","class_list":["post-20111","wsa_session","type-wsa_session","status-publish","hentry","description-off"],"_links":{"self":[{"href":"https:\/\/woncaeurope2026.org\/fr\/wp-json\/wp\/v2\/wsa_session\/20111","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/woncaeurope2026.org\/fr\/wp-json\/wp\/v2\/wsa_session"}],"about":[{"href":"https:\/\/woncaeurope2026.org\/fr\/wp-json\/wp\/v2\/types\/wsa_session"}],"wp:attachment":[{"href":"https:\/\/woncaeurope2026.org\/fr\/wp-json\/wp\/v2\/media?parent=20111"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}