Introduction. Online learning has become increasingly prevalent in medical education, offering flexibility and accessibility to undergraduate medical students. However, the design of online learning materials, particularly videos, plays a crucial role in engaging students and promoting effective learning. Understanding the preferences of undergraduate medical students regarding video design is essential for creating videos that meet their needs and enhance their educational experience. Therefore, this study aims to explore the design preferences of undergraduate medical students for learning videos. Methods. A cross-sectional online survey was conducted at Rampurhat Government Medical College in eastern India. Medical students from any semester were recruited as a convenience sample. A 14-item questionnaire was developed explicitly for this study. The questionnaire was distributed electronically via Google Forms to a cohort of undergraduate medical students. Data were collected and analyzed using descriptive and inferential statistics. Results. The survey included 179 undergraduate medical students, with English as the preferred language for videos (84.36%). Students favored videos lasting 11 to 15 minutes (38.55%), without background music (92.18%), and preferred instructors to write while explaining (82.12%). Shorter, multiple videos were preferred for a one-hour class (74.86%), with YouTube® as the top content delivery platform (69.83%). Students also expressed a preference for transcripts (49.72%) and PDF notes (100%), along with videos of previously taught lectures (84.36%). Conclusions. The findings emphasize the importance of considering language preferences, video length, background music, instructor characteristics, presentation materials, and content delivery platforms to meet student needs. By aligning with these preferences, educators can optimize the effectiveness of educational videos and foster a positive and engaging learning environment.