Author(s)

Patricia Alves de Souza, Adriane Marcia Andrade, Fernando Arruda Ramos, Rafael Sittoni Vaz

Universidade do Planalto Catarinense (UNIPLAC), Gepes Vida Research Group, Lages, Brazil.

In Brazil, the National Curricular Guidelines (DCN) have determined that the medical professsional must act in the primary and secondary levels of attention and solve the prevalent health issues with quality. UNIPLAC’s medical course was created in 2004, enrolling 40 students per year, with an innovative methodological proposal of active teaching: the Problem-Based Learning (ABP). Furthermore, UNIPLAC’s medical course offers support scenarios of extreme importance to the students, such as Laboratory of Professional Practice (LPP) and Morphofunctional Laboratory (LMF). LPP promotes the learning of semiology skills, medical procedures, clinical laboratory and communication. The objective is to identify the student’s attendance in LMF. A quantitative and descriptive research was conducted through reading the LMF’s logbook between January 2004 and December 2012. The focus of the research was tutors and teachers who were in the coordination of the medical course. LMF is a privileged space for the development of the pedagogical approach based on problematization and integration of a several learning areas.

Learning Scenario; Medical Course

Souza, P. , Andrade, A. , Ramos, F. and Vaz, R. (2014) Morphofunctional Lab as a Learning Scenario of Apprenticeship in Universidade Do Planalto Catarinense (UNIPLAC) Medical Course. Creative Education, 5, 329-333. doi: 10.4236/ce.2014.55042.