Introduction:

With the interruption of University teaching activities due to the COVID-19 pandemic, various virtual learning strategies, such as Distance Learning (DL), have be discussed in the academic environment. However, before applying such strategies, a careful evaluation is required in order to ensure high quality learning.

Objective:

The aim of this study was to evaluate the feasibility of implementing DL for students at a medical school.

Method:

An online form was applied containing a demographic questionnaire, socioeconomic questionnaire, a questionnaire on access to digital technologies and a subjective question related to the use of DL. Quantitative data were compared using the Kruskal-Wallis or Mann-Whitney test, with p<0.05. Qualitative data were analyzed using the Descending Hierarchical Classification method and post-factorial analysis.

Results:

The socioeconomic profile of 266 participants was varied, with most of the students being young adults, Brazilian and male with brown skin color and a high average family income. All students reported having access to electricity, but not running water, public garbage collection and sanitation. All had at least one electronic equipment for internet access, but with variations in the type and speed of internet connection. 80.8% of the students considered the implementation of DL feasible for following the course. However, 8.65% stated that the equipment and the available internet equipment would not allow them to follow online activities. A significant correlation was observed between internet access speed and the average family income, skin color and the place of residence (p<0.05); as well as between having equipment suitable for DL and the average family income (p<0.05). Analysis of the objective question revealed six categories: the need to organize procedures and the desire to return to normality; DL costs and benefits; planning and ensuring the accessibility of all students to quality internet; to believe that the realization of DL is not the solution to the problem; training teachers and academics to use digital platforms; and wanting to perform the DL; giving rise to a variety of opinions, views and realities from the students.

Conclusion:

Merely carrying on with DL, without any guaranteed access for all students, is insufficient and requires the intervention of managers to avoid detrimental consequences for the learning of those less favored.

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