Semi-present Approachfor Intern Qualificationin Clinical Biochemistry Laboratory of UFPE

J.M. Martins, W.B. Maia, S.B. Barreto, B.C. Araujo, S.M.V.A. Almeida, J.L.Q. Silva Filho, V.L.M. Lima


This study has arisenfrom the experience in the discipline “Estágio Curricular" from Biomedicine,  Pharmacy and Laboratory Technique  courses in ULAB/HC/UFPE. The goal of this study wasto use a semi-present environment (50 hours) to the qualification of the incoming students in 2011-1. Conventional classes were given through present approaches (theoretical-practical classes) and the students were inscribed and trained in the virtual environment to accomplish the distant learning  course: “Capacitaçãodos Estagiários daULAB em Biossegurança e Coleta”, in which classes, debates, links, scientificstudies, tests and videoconferences were available. The presence phase was evaluated by the attendance (assiduity 98%), while the online phase was the result ofthe access reports (6,221), the progress of the exercises (95%), and the final evaluations grades available in thesystem (8.2). Theoretical-practical classes have provided interaction between content/teacher/student.Didactical model, quality contents and multidisciplinary  present approach remarkably contribute to diminish difficulties in using the tools and applications: 80% of students have never taken a distant learning coursebefore; 23% haven’t had a computer; 95% have declared that presential training helped them to conclude the course and 100%have stated non-restricted contents available online have facilitated their access. Current challenges in education is to conciliate technology and learningin favor of ensuring that the students take advantage on their potentialities.


Online Environment; Semi-presentEnvironment; Virtual Environment.

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