Introduction:

Introduction: The teaching-learning process has undergone major technological changes over the decades, with a significant impact on medical courses. One of these changes has been the use of virtual learning environments (VLEs).

Objective:

to evaluate the quality of the remote teaching-learning process in the medical course during the COVID-19 pandemic.

Method:

This is a descriptive study with a quantitative and qualitative approach. Its development was divided into 4 phases: literature review, development of the assessment protocol, data collection and analysis. Data collection was through an online form and data analysis was by statistical analysis on three axes: assessment of the technological profile, assessment of the acceptance of the technology and the user experience.

Result:

It was found that most students (65%) and teachers (88.2%) had the infrastructure to participate in the supplementary semester. Most students reported feeling safe in using technological tools and were satisfied with the remote teaching, however, 53% of students reported underachievement in relation to their performance in an ordinary classroom period and reported difficulties in adapting to remote learning, and 40.2% reported a high rate of psychological problems. Most teachers felt secure in teaching online and had a very positive overall evaluation of the remote semester, with only a few disagreements regarding the time to prepare classes and create teaching materials for their students.

Conclusion:

The various factors related to technology, organization and mental health of students and teachers must be taken into account in the planning of the next semesters, because until the health situation returns to normal, the forthcoming academic semesters will provide all the theoretical components of the medical course remotely, or at least the majority provided in a hybrid modality. It is likely that students and teachers will develop a learning curve and consequent adaptation, which may alleviate some of the difficulties observed. The adaptation process needs to be catalyzed by standards, guidelines and innovations from the university.

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