http://hdl.handle.net/10174/1137 2026-07-30T12:24:23Z 2026-07-30T12:24:23Z Payan-Carreira, Rita Rebelo, Hugo Sebastião, Luis Máximo, Margarida http://hdl.handle.net/10174/39327 2025-09-23T15:51:51Z 2023-06-30T23:00:00Z

Title: Business-University collaboration in designing Work-based experiences. Authors: Payan-Carreira, Rita; Rebelo, Hugo; Sebastião, Luis; Máximo, Margarida Abstract: Some authors have claimed that a gap exists between the competences presented by university students at graduation and the needs of the labor market organizations. Albeit previous studies suggest that, in recent times, students have been prepared with growing amounts of knowledge (cognitive skills) and technical abilities, but it seems that they still falter with respect of some crucial soft skills. Critical thinking, teamwork, informed decision-making, adaptability, and communication are among the most demanded skills in the labor market. Under the Erasmus+ project Think4Jobs, a University-Business collaboration was implemented to design work-based activities to be included in pilot course curricula of the graduation programmes in five areas: Teacher Training, Business and Economics, Business Informatics, English as Foreign Language and Veterinary Medicine. In the present communication we would like to discuss how the identification of needs was performed and how the University-Business collaboration was developed to construct blended curricula in some courses of the Veterinary Medicine programme, including the definition of outcomes and identification of skills and dispositions to be developed, the design of workbased activities and the assessment of the students´ performance

2023-06-30T23:00:00Z Payan-Carreira, Rita Sacau, Ana Ferreira, David Rebelo, Hugo Sebastião, Luis http://hdl.handle.net/10174/39317 2025-09-23T15:49:41Z 2024-04-30T23:00:00Z

Title: Alteração das competências de Pensamento Crítico em alunos de disciplinas piloto do Mestrado Integrado em Medicina Veterinária Authors: Payan-Carreira, Rita; Sacau, Ana; Ferreira, David; Rebelo, Hugo; Sebastião, Luis Editors: E. Esteves, D. Estêvão; J. Monteiro, M. Correia Abstract: O "Projeto Think4Jobs" propôs-se implementar currículos mistos de pensamento crítico (PCr) e avaliar os seus reflexos nas capacidades e disposições de PCr dos estudantes. Numa fase inicial do projeto organizaram-se grupos focais para reunir as opiniões de alunos, professores e profissionais (jovens e seniores) sobre as competências de PCr à entrada do mercado do trabalho. Com base nas capacidades e disposições de PCr identificadas como deficitárias pelos representantes do mercado de trabalho, e em parceira com os colegas de um Hospital Veterinário foram desenhadas atividades dirigidas ao desenvolvimento do PCr. Estas foram posteriormente testadas em três disciplinas do Mestrado Integrado em Medicina Veterinária, no ano letivo 2022/2023: 1/ Imagiologia; 2/ Deontologia; e 3/ Ginecologia e Obstetrícia. As alterações no PCr associadas às estratégias implementadas foram medidas por questionários dirigidos às capacidades (Interpretação, Avaliação, Análise, Inferência, Explicação e Autorregulação) e disposições de PCr (Reflexão, Atenção, Organização, Mente Aberta, Perseverança e Motivação Intrínseca, numa abordagem pré-teste/pós- -teste. Embora as intervenções tivessem abrangido 205 alunos, apenas 100 responderam aos inquéritos nos dois momentos. Com este trabalho, os autores pretendem reportar os resultados obtidos e discutir as alterações registadas com as intervenções, a curto prazo, no que respeita às diferentes capacidades e disposições de PCr; e verificar se esta nova abordagem de treino integrado de PCr em contexto de uma aprendizagem imersiva de temas específicos das disciplinas implementadas teria efetivamente promovido o PCr dos alunos que experienciaram a nova metodologia.

2024-04-30T23:00:00Z Payan-Carreira, Rita Simões, Margarida Máximo, Margarida Rebelo, Hugo Sebastião, Luis http://hdl.handle.net/10174/39090 2025-07-29T15:20:48Z 2024-05-31T23:00:00Z

Title: Co-design creation of Critical Thinking embedded activities in clinical courses Authors: Payan-Carreira, Rita; Simões, Margarida; Máximo, Margarida; Rebelo, Hugo; Sebastião, Luis Abstract: The existence of a skills’ gap in graduates at day 1 compared to the needs of the labour market is often mentioned. Typically, those gaps revolve around communication, collaboration and teamwork, problem-solving, and critical thinking (CrT) (Vista 2020; Thornhill-Miller et al. 2023). In the workplace context, CrT is essential for problem-solving, decision-making, and innovation. In the field of health sciences, CrT is interconnected with clinical reasoning (CR) (Payan-Carreira et al. 2019). Previous focus groups held with educators, students and labor representatives in Veterinary Medicine revealed conceptual differences among labor market stakeholders (Dumitru et al, 2023), sustaining that most valued and perceived CrT-related skills and dispositions as lacking in newly-graduates. The Think4Jobs ERASMUS+ project proposed to strengthen the cooperation between Universities and the Labour Market (LM) by designing, developing, implementing, and evaluating CrT blended curricula. The project linked/associated LM representatives and Universities to produce tailored learning activities with the intention to minimize the identified mismatches in CrT skills and dispositions (Rebelo et al. 2023). To secure attractive and effective learning interventions, the participatory co-design approach was selected to leverage CrT and CR in Veterinary Medicine students. The participatory co-design contributed with opportunities to translate scientific knowledge into work-based situations. The participatory co-design implied engaging the stakeholders of the product (in this case, day-1 veterinary graduates) in the formative process, adding to the exchange of perspectives between the Academia and LM representatives. Moreover, by bringing the profession-learning into the class, it was expected to also foster students’ engagement with more active learning styles. In this presentation we describe the methodology used to create real-case problems to be developed in the blended veterinary curricula using a participatory co-design approach. The goals were to enhance the students’ CrT (skills and dispositions) acquisition and ultimately to trigger them to decide on the solutions to specific, real-life problems. Of Scandinavian origin, the term participatory design refers to a user-centred design model involving users and designers in the process of technological development (Asaro, 2000). Co-design hints at the participation of designers (herein, the educators) and other stakeholders in the development process, assuming that everyone may contribute with their experiential and conceptual knowledge (Sanders & Stappers, 2008). Herein, we detail the construction of student-centred CrT-blended activities to be implemented in courses with a clinical dimension, specifically, in the Veterinary Medicine Integrated Master offered at University of Évora.

2024-05-31T23:00:00Z Payan-Carreira, Rita Sacau, Ana Ferreira, David Rebelo, Hugo Sebastião, Luis http://hdl.handle.net/10174/39089 2025-07-29T15:20:39Z 2024-05-31T23:00:00Z

Title: Enhancing Critical Thinking: Exploring the Impact of Blended Learning on Veterinary Medicine Students. Authors: Payan-Carreira, Rita; Sacau, Ana; Ferreira, David; Rebelo, Hugo; Sebastião, Luis Abstract: The Think4Jobs Project, available at https://think4jobs.uowm.gr/, aimed to introduce blended curricula focusing on critical thinking (CT) into apprenticeships and courses, and to evaluate the resulting changes in CT skills and dispositions (Rebelo et al., 2023). This initiative targeted the enhancement of critical thinking alongside the core knowledge proposed for the courses. In the academic year 2022/23, three courses underwent pilot testing with CT-blended curricula: Imaging (5th semester), Deontology (7th semester), and Gynecology and Obstetrics (8th semester). No sobreposition existed between students engaged in these courses.

2024-05-31T23:00:00Z