English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Active learning has been introduced in the Universities to reinforce the students' skills development increase their motivation and engagement while also fostering the transferability of knowledge into the profession.The interest in active learning has grown in the past decades. It contrasts with the classical teaching approach, where a passive knowledge transfer occurs, and students act as sponges for information. Also, knowledge acquisition is usually measured in terms of memorization without deep thinking of the content. Albeit not completely conceptualized (as it also grows to adjust the transformations occurring worldwide at multiple levels), active learning demands the student's involvement with the learning activities, the analysis and ability to respond to particular activities, and a critical reflection in the learning process. In Health Sciences, the most common approaches to active learning use collaborative and cooperative learning as well as case-based and problem-based learning. The latter presents multiple configurations and varies greatly in terms of implementation.Students' adherence to active learning depends on the perceived utility, the level of effort requested when engaging in the activities, their self-confidence in the quality of learning achieved.Under the Think4Jobs, an Erasmus + project, a University-Business collaboration was implemented to design some work-based activities to be included in the course curricula of the Veterinary Medicine programme. The ultimate purpose was to increase the students' adherence to active learning strategies and reduce any mismatch in students' skills and competencies at graduation.In this chapter, we propose discussing how the University-Business collaboration was conceptualized and implemented. We also present some activities jointly designed to foster students' clinical reasoning/critical thinking and decision-making. AcknowledgmentsThis work has been supported by the Critical Thinking for Successful Jobs - Think4Jobs Project, with the reference number 2020-1-EL01-KA203-078797, funded by the European Commission/EACEA through the ERASMUS Programme.The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Perspective Chapter: Active Learning Strategies in the Veterinary Medicine Programme under the Think4Jobs Project