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

 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%)

 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%)