Preliminary results of the experience of student-made clinical biochemistry blogs were reported at SBBq-2010 (abstract K-5). Herein, five teaching-semesters and the opinion of former students were evaluated. Since the teaching-semester of 2008-1, Basic Biochemistry (BioBio) students should prepare blog-assignments on clinical issues. Students' acceptance was evaluated through 6-point Likert-type questionnaires. Positive responses were those marking 4 to 6. A total of 348 BioBio students from five teaching-semesters answered the questionnaire; 77% of them agreed that preparing blogs was enjoyable, having a positive effect on their formation. Moreover, 81% of students agreed that BioBio blogs are relevant learning tools and 78% believed that BioBio blogs boosted interest for biochemistry.Moreover, students' acceptance 1 year after taking BioBio was evaluated. Students (n=50) were divided in (i) those who had attended BioBio only, and (ii) those who had also taken Advanced Biochemistry, together with blog tutoring. In the first group, 72% agreed that the information acquired during blog elaboration was useful at the time of interview; 76% judged that blog elaboration boosted interest for the discipline. For those in the second group evaluations were 100% and 82%, respectively. Results show maintenance of acceptance over 1 year and effective interest for blog-assignment for those in basic and advanced biochemistry classes. Support: CNPq.

In the past decade, there has been an exponential growth of blogs on biomedical subjects with reliable contents. The potential use of this media as a learning tool has been recently tried in a medical residence at Harvard University, where students had to produce blogs as part of their duties. At Brasília University, a similar experience was tested with freshmen medical and nutrition students taking Basic Biochemistry (BB) with the goal of producing blogs on clinical biochemistry (CB) topics. In the last 4 teachingsemesters, students' acceptance (n=267 students) regarding BB-blogs was evaluated through 6-point Likert questionnaires. 84% of them agreed that the preparation of their blogs was enjoyable and positive for their academic formation (they marked 4 to 6 in the questionnaire). 57% of students (those marking 5-6) believed that the elaboration of blogs boosted their interest for BB/CB. For 56% of students (those marking 5-6), the blogs motivated them to look for extra-class articles on CB. Only 13% of students (those marking 1-3) did not agree that these blogs are relevant learning tools. 38 out of 58 students' BB-blogs scored 9.0 or above, only 3 scored below 7.9 (out of 10). These results suggest that student blogs have potential to be effective in stimulating CB learning. Support: CNPq.