Semi-present Approachfor Intern Qualificationin Clinical Biochemistry Laboratory of UFPE

Resumo

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.