Higher education courses demand a diversity of teaching and learning modalities by
students, as well as meeting the academic tripod of teaching, research and extension, which is
something already established as extremely important for academic development. However,
few studies have been carried out describing the form of participation as well as the profile of
students involved in extracurricular activities in public universities and, also, if there is a
correlation between situations of socioeconomic and/or racial vulnerability and difficulties in
accessing teaching projects, research and extension courses and what are the limitations for the
completeness of the academic tripod, especially in courses whose modality is integral. This
study seeks to demonstrate access to this academic tripod by medical students at a federal
university in the state of Pará, understanding the vulnerability associated with equitable access
to the tripod. This is a descriptive, cross-sectional study with a quantitative approach, in which
the target group of the research were medical students enrolled at the Federal University of
Pará, with descriptive and comparative statistical analysis being carried out according to the
semester of the students. The study showed that most of the questions raised did not present
discrepancies between cycles and appearing as difficulties from the training of students
regarding their academic autonomy to the accessibility of advisors. These problems are easily
resolved by the understanding by professors and students of the real importance of access to the
academic triad. When analyzing the quota process as a vulnerability criterion, no statistical
discrepancy was observed between quota holders and non-quota holders, demonstrating that
both groups have similar access to the modalities of the academic triad. However, when
analyzing the questions, they do not have difficulties and do not have the financial resources to
participate in teaching projects, the answers between quota students and non-quota students
showed statistically significant discrepancies, demonstrating that the group of quota students
has greater difficulty in accessing teaching projects and that the lack of resources negatively
impacts when compared with the other group. Thus, more studies need to be carried out to better
understand the scenario.
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