Abstract
Interdisciplinary collaborations are increasingly gaining popularity, as are active in higher education and innovative learning strategies. However, relatively little research has been performed related to interdisciplinary learning methodologies in higher education. In the present work, a pilot activity between communication and veterinary students was performed, consisting in performance of mock interviews at a professional television studio. Besides some drawbacks such as low participation rates by veterinary students, the activity was associated with a number of benefits, including enhanced acquirement of communication skills, greater topic-related knowledge assimilation, and reinforced practical application of the theoretical concepts.
Highlights
Interdisciplinary collaborations are increasingly gaining popularity, as are active learning and innovative forms of learning strategies in higher education [1]
The main objective of this study was to implement and evaluate a pilot activity between communication and veterinary degree students, consisting of interviews performed at a professional television studio with the aim to investigate the appeal, enjoyment, engagement, and potential benefits of this type of interdisciplinary learning activity for students and educators of the two degrees
Veterinary medicine degree students who took part were 2nd-year students enrolled in a compulsory course entitled “Nosology and Pathophysiology.”
Summary
Interdisciplinary collaborations are increasingly gaining popularity, as are active learning and innovative forms of learning strategies in higher education [1]. Interaction between experts of different areas can help to solve complex problems that would not be possible if only professionals of one domain are involved, leading to an enhanced creativity and improved learning performance [1]. The ability of knowledge sharing in an interdisciplinary and transdisciplinary way is gaining importance in all areas and should be included in the higher education curricula. This would benefit both the communication skills and the professional possibilities of students [3,4,5]. Relatively little research has been performed related to interdisciplinary learning methodologies in higher education [6]
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