Table 2 Effect of relationships on participation and ability to learn. After moving online, 59% (n = 106) of respondents rated their relationships with peers more negative. 55% (n = 99) reported relationships with faculty as more negative. Nearly half of respondents (49%) reported their relationships with both faculty and peers as more negative. This group is most likely to say that virtual learning has limited their ability to learn and less comfortable participating in class. Problems with internet or access to quiet space did not seem to affect relationships (Additional file 3). Likert response options were collapsed into categories and analyzed using the Chi-Square Test of Independence

From: A hierarchy of needs for remote undergraduate medical education: lessons from the medical student experience