Introduction:

Studies aimed at professionalization in the context of medical sciences are necessary.

Objective:

to expose an experience of interprofessional education through the use of flipped class and cooperative learning in a Master's course on transfusion medicine in diagnostic technologies in clinical laboratory.

Methods:

Educational research, with a qualitative-quantitative approach. Ongoing pedagogical experience: Practical and theoretical knowledge of transfusion medicine. The 14 learners were distributed into two similar groups. They received learning resources in a non-classroom session. In classroom session they developed presentations and group discussions, the role-playing technique was used, entitled: Role of healthcare physician and transfusion practitioner in patient safety. Learners responded to two surveys, at the beginning and the end of experience, and they submitted a final project. The information was triangulated.

Results:

All the learners were completed satisfactorily on time. Most learning needs were satisfied, hidden learning needs were resolved. The experience during role play showed a need for professionalization in transfusion medicine of university graduates related to the clinical laboratory. The majority provided positive criteria, highlighting the inverted classroom as a way to encouraged the exchange of criteria between professionals and teamwork.

Conclusions:

Learners demonstrated their ability to direct acquired knowledge to their labour environment. Proposed learning objective, and method to achieve it, led to the development of creativity, critical thinking and analysis of problems around transfusion medicine.

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