Table 2.

Pharmacy students’ attitudes about the remote learning environment.

Assessment and sex			Not at all, n (%)		A little, n (%)		Quite, n (%)		Much, n (%)		Very much, n (%)		Mean (SD)
The content of the course is comprehensible
	Male (n=83)	5 (6)		7 (8.4)		32 (38.6)		20 (24.1)		19 (22.9)		3.5 (1.1)
	Female (n=58)	6 (10.3)		11 (19)		19 (32.8)		14 (24.1)		8 (13.8)		3.1 (1.2)
New skills related to distance education are being developed
	Male (n=83)	6 (7.2)		12 (14.5)		25 (30.1)		23 (27.7)		17 (20.5)		3.4 (1.2)
	Female (n=58)	13 (22.4)		11 (19)		20 (34.5)		12 (20.7)		2 (3.4)		2.6 (1.2)
The teaching method of distance learning covers the prerequisites of the course
	Male (n=83)	10 (12)		7 (8.4)		19 (23)		26 (31.3)		21 (25.3)		3.5 (1.3)
	Female (n=58)	13 (22.4)		11 (19)		9 (15.5)		18 (31)		7 (12.1)		2.9 (1.4)
The new mode of teaching is interesting
	Male (n=83)	8 (9.6)		9 (10.8)		20 (24.2)		24 (28.9)		22 (26.5)		3.5 (1.3)
	Female (n=58)	16 (27.6)		10 (17.2)		15 (25.9)		14 (24.1)		3 (5.2)		2.6 (1.3)
Communication with the teacher is satisfactory
	Male (n=83)	6 (7.2)		11 (13.3)		18 (21.7)		22 (26.5)		26 (31.3)		3.6 (1.3)
	Female (n=58)	9 (15.5)		13 (22.4)		8 (13.8)		19 (32.8)		9 (15.5)		3.1 (1.3)
Participation in class is great
	Male (n=83)	8 (9.6)		16 (19.3)		18 (21.7)		18 (21.7)		23 (27.7)		3.4 (1.3)
	Female (n=58)	13 (22.4)		13 (22.4)		10 (17.3)		13 (22.4)		9 (15.5)		2.9 (1.4)
Attendance is easy
	Male (n=83)	5 (6)		3 (3.6)		5 (6.1)		19 (22.9)		51 (61.4)		4.3 (1.1)
	Female (n=58)	1 (1.7)		3 (5.2)		6 (10.4)		18 (31)		30 (51.7)		4.3 (1.0)
Interaction between teacher and students is great
	Male (n=83)	13 (15.7)		9 (10.8)		29 (34.9)		13 (15.7)		19 (22.9)		3.2 (1.3)
	Female (n=58)	16 (27.6)		10 (17.2)		16 (27.6)		9 (15.5)		7 (12.1)		2.7 (1.4)
Interaction among students is great
	Male (n=83)	17 (20.5)		9 (10.8)		10 (12.1)		19 (22.9)		28 (33.7)		3.4 (1.5)
	Female (n=58)	13 (22.4)		13 (22.4)		12 (20.7)		13 (22.4)		7 (12.1)		2.8(1.3)