Higher education providers have rapidly changed teaching, learning and assessment modes from traditional, on campus provision to online and blended modes since the COVID-19 pandemic in March 2020 (Kernohan, 2020). With blended delivery having advantages of both traditional and online teaching approaches (e.g. Sharma, 2010) introduction of course structure changes, creation of new teaching resources and assessment replacements for the 2020-21 academic year have been pressurised. The aim of this study was to determine whether delivery changes impacted on students’ evaluation of an undergraduate physiology module compared to its previous ‘on-campus’ delivery. Upon entry in Autumn term, year 1 BSc Medical Physiology and Therapeutics (MPT) students study a 20-credit module with content matter on haematology, alimentary physiology, nutrition and metabolism to introduce an understanding of nutritional supply, use and needs in the body.  Compared to the previous ‘traditional’ year minimal in-class teaching was provided for 2020-21: didactic lectures were converted for asynchronous online study while practical classes and tutorials were largely delivered synchronously online via Microsoft Teams. Directed reading and activity resources supplemented material on our virtual learning platform (Moodle) to aid understanding, application and skill development which was also bolstered with online drop-ins. The online exam testing module learning outcomes was replaced by coursework. Student Evaluation of Module (SEM) questionnaires using a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree) and enabling free text comments, were provided electronically via Evaluate to gather our students’ views. Due to COVID-19 delivery needs, the University adjusted the wording of questions for the 2020-21 cohort to maintain thematic educational comparisons between years.  Scores for each question were collated and data presented as Mean ± Standard Error of the Mean (SEM). Thirteen students from both cohorts responded to the SEMs. Comparison of the total SEM scores, and also the average scores to individual questions relating to a) activity organisation and structure, b) opportunities to explore topics, c) being challenged to achieve learning outcomes to deliver best work and d) the clarity of marking criteria, were not significantly different between the year groups despite the delivery changes made (Mann-Whitney U test, p > 0.05). However, significant differences in pre-COVID-19 study workload (4.31 ±  0.13, n = 13) compared to the primarily online delivery (3.31 ± 0.34, n = 13) suggested that the alterations had significantly increased this (p = 0.02). Increased workload was also corroborated by free text comments. Overall, whilst overall student evaluation of our physiology module was not affected by the modifications for 2020-21 studies, this outcome highlights the need for increased study support for students adjusting to increased online learning.