Research, with a mixed, qualitative-quantitative approach, ethnographic approach with the technique of focus groups and survey respectively according to each approach; The purpose was to contrast the informants' assessments of their learning in two teaching modalities (in-person and virtual) vs. academic performance in both teaching modalities, as a measurable result of that learning process. To develop the two paradigms, a total of 58 informants/respondents were studied, stratified according to the level of study of the degree. Two instruments according to each approach, a semi-structured interview with ten guiding questions and a survey with eight closed questions. The collection of information and its analysis
was done through filming of the synchronous session of the semi-structured interview of each focus group; and an online form for the survey that was administered in the same synchronous session. Appreciations: virtual learning is partial, excluding the skills required for practice, limitations include technological connectivity at home, lack of adequate environments at home; The motivation was positive due to the new experience (virtual modality), due to the teachers' compliance with schedules and variety of teaching strategies, but it was negative due to the fatigue of the long hours and the perception of not achieving all the technical skills.
Health affected by obesity, back pain, visual exhaustion, headaches, mental and physical exhaustion, social isolation. There was satisfaction with the virtual modality since it saves expenses, but satisfaction was affected by the variety of platforms used and the low quality of practical teachings. There were no significant statistical differences in the academic performance achieved in the two teaching modalities.
