摘要：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.
