Higher attainment at university is linked with attendance at timetabled teaching sessions. Understanding student motivations and priorities in learning is crucial to enhancing engagement. During the COVID-19 pandemic, education systems worldwide transitioned to online platforms with little preparation. At University of Glasgow virtual tutorials using pre-recorded GP consultations were developed, evaluated positively, and formally integrated into the curriculum.  Over the last 2 years attendance at these sessions has been poor. Last year many students failed the written exam and low performance was linked with attendance at timetabled teaching sessions.  This study aimed to understand the cause of low attendance and whether the pedagogy and structure of the tutorials was still engaging and appropriate in the post-pandemic era.A mixed-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 approaches in the post-COVID era.This offers a review of the pedagogy of online GP teaching in a UK university and 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 through effective time management and 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 could improve attendance and engagement through building a sense 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 medical curriculums especially when modern day teaching needs to engage large numbers of students from diverse backgrounds with 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.