Even if Blended Learning (BL) is often utilized to program efficient professional training, trainees may still resist this method for several reasons. In the case described in this study, 18 professionals (mean age 55,7 years; 8 females - 10 males) were skeptical about BL based on previous experiences and because of the feelings of isolation lived during the lock-down of their offices. Following the directions given by the variation theory, our BL program included a variety of training activities aimed to engage trainees and overcome their skepticism. Participants were asked to test their knowledge with a general test, and they could self-assess the efficacy and enjoyment of each training activity. Data was collected during the whole training program and later analyzed to test the efficacy of the entire training program and training activities were compared to detect the most enjoyable and effective one. Results show a clear preference for face-to-face lessons and group activities, especially when compared to remote lessons. Conclusions are drawn about the necessity of integrating a traditional approach to teaching in BL mode.