-Ensino Baseado em Simulação; -Educação Médica. ResUMO Nos últimos anos, o ensino baseado em simulação (EBS) tem sido cada vez mais utilizado na

The objective of this study was to analyze first-year UFRJ medical students' perceptions about the implementation of a blended learning (BL) experience in their Biochemistry I course. During the first semester of 2009, three Biochemistry professors used the Constructore course management system to develop virtual learning environments (VLEs) for complementing course Modules I, II, and IV, using different resources and activities. Forty-nine students (46%) took part in the study. Results show that, in general, students gave positive evaluations to their experiences with BL, indicating that the VLEs have not only motivated but also facilitated learning. Most of the students reported that access to resources in the three modules provided a more in-depth approach to Biochemistry education and greater study autonomy. Students suggested that the VLEs could be better used for promoting greater communication among participants.

This work describes the use of a virtual learning environment (VLE) applied to the biochemistry class for undergraduate, first-year medical students at the Federal University of Rio de Janeiro. The course focused on the integration of energy metabolism, exploring metabolic adaptations in different physiological or pathological states such as starvation, diabetes, and exercise. The VLE was designed to combine online activities with traditional course content and presented guided inquiry-based activities to assist in the use of original scientific articles as educational resources. Based on the analysis of a semi-open questionnaire, the results provided evidence that the VLE encouraged students' engagement in activities and improved feedback. The results also suggested that guided inquiry-based activities were an effective way to stimulate students to critically read relevant scientific articles and to acquire skills to build and contextualize their knowledge through content association. In addition, most of the students involved in this experience considered the use of these resources important to become familiar with scientific language and to learn how to obtain up-to-date scientific information during their professional life.

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O objetivo deste trabalho foi analisar as formas de integração de Ambientes Virtuais de Aprendizagem (AVA) por professores universitários das áreas de ciências e da saúde em seus contextos de ensino. Participaram 12 professores da Universidade Federal do Rio de Janeiro, pioneiros no uso de uma ferramenta de autoria de recursos educativos na Web. Na análise temática de conteúdo das entrevistas realizadas com os professores, constatou-se que os AVA foram integrados ao ensino presencial para: organização e disponibilização de materiais educativos, realização de atividades à distância, comunicação e acompanhamento dos alunos. Os resultados indicam uma tendência de professores de áreas de conteúdo de natureza semelhante, com desafios pedagógicos parecidos, apresentarem proximidade nas formas de integração das TDIC. Corroboram, portanto, com a discussão de que a compreensão da diversidade de potencialidades e limitações das TDIC deve estar situada no contexto de cada área de conhecimento curricular com suas abordagens pedagógicas específicas.