Table 2.
Perceptions of the effects of remote learning on quality of instruction and on ability to participate among pre-clinical medical students at the University of California San Diego, March–April 2020. The number of respondents is indicated for each specific curricular component
| Very negatively affected | Somewhat negatively affected | Neutral | Somewhat positively affected | Very positively affected | |
|---|---|---|---|---|---|
| Effect of Remote Learning on Quality of Instruction | |||||
| Lecture-based learning (n = 93) | 8 (8.6%) | 23 (24.7%) | 39 (41.9%) | 12 (12.9%) | 11 (11.8%) |
| Problem-based learning (n = 101) | 11 (10.9%) | 41 (40.6%) | 35 (34.7%) | 10 (9.9%) | 4 (4.0%) |
| Practice of Medicine (n = 77) | 38 (49.4%) | 32 (41.6%) | 7 (9.1%) | 0 (0.0%) | 0 (0.0%) |
| Anatomy (n = 74) | 49 (66.2%) | 20 (27.0%) | 4 (5.4%) | 1 (1.4%) | 0 (0.0%) |
| Histology (n = 74) | 26 (35.1%) | 27 (36.5%) | 15 (20.3%) | 4 5.41% | 2 (2.7%) |
| Ultrasound (n = 47) | 39 (83.0%) | 7 (14.9%) | 1 (2.1%) | 0 (0.0%) | 0 (0.0%) |
| Ambulatory Care Preceptorship (n = 53) | 51 (96.2%) | 0 (0.0%) | 2 (3.8%) | 0 (0.0%) | 0 (0.0%) |
| Pre-clinical Electives (n = 69) | 30 (43.5%) | 17 (24.6%) | 19 (27.5%) | 3 4.35% | 0 (0.0%) |
| Effect of Remote Learning on Ability to Participate | |||||
| Lecture-based learning (n = 95) | 14 (14.7%) | 17 (17.9%) | 42 (44.2%) | 11 (11.6%) | 11 (11.6%) |
| Problem-based learning (n = 101) | 8 (7.9%) | 32 (31.7%) | 46 (45.5%) | 12 (11.9%) | 3 (3.0%) |
| Practice of Medicine (n = 78) | 17 (21.8%) | 30 (38.5%) | 26 (33.3%) | 3 (3.9%) | 2 (2.6%) |
| Anatomy (n = 73) | 38 (52.1%) | 20 (27.4%) | 13 (17.8%) | 1 (1.4%) | 1 (1.4%) |
| Histology (n = 73) | 33 (45.2%) | 24 (32.9%) | 14 (19.2%) | 1 (1.4%) | 1 (1.4%) |
| Ultrasound (n = 46) | 37 (80.4%) | 6 (13.0%) | 2 (4.4%) | 0 (0.0%) | 1 (2.2%) |
| Ambulatory Care Preceptorship (n = 53) | 45 (84.9%) | 4 (7.6%) | 3 (5.7%) | 0 (0.0%) | 1 (1.9%) |
| Pre-clinical Electives (n = 68) | 25 (36.8%) | 17 (25.0%) | 22 (32.4%) | 2 (2.9%) | 2 (2.9%) |