2. Universidad Cardenal Herrera-CEU

The internationalization journey of the Faculty of Veterinary Medicine at CEU Cardenal Herrera University (CEU-UCH) started a decade ago with the creation of the French bilingual group, followed two years later by the initiation of the English bilingual group. This initiative resulted in a substantial rise in the enrolment of international students, constituting nowadays approximately 50% of the total student population in the faculty. Consequently, the Coordinator of Bilingual Groups position was established to address the unique needs and intricacies of the international student management. Over the past 10 years, this role has undergone continuous evolution. Initially, the Coordinator played a pivotal role in various tasks, including the recruitment and admission of new students, their orientation, providing ongoing support to international students, and helping in their professional integration, always in collaboration with other services. With the success of the bilingual groups and the substantial influx of international students, specific responsibilities were delegated to specialized services while others underwent refinement. Noteworthy examples include the management of new student admissions to the French group and the validation processes for international students, the digitalization of which commenced in 2020. This, in turn, has led to a reduction in file evaluation times, enhanced the precision of collected information, and improved the overall student experience by minimizing response times. Ultimately, this innovative international management model serves as a blueprint that can be adapted and extrapolated to other domains, as well as to other Faculties and Universities.

Flipped classroom (FC) is a teaching method where traditional learning roles are inverted. Students are provided with material in advance and are expected to study the content prior to in-class sessions. These sessions are subsequently utilized to clarify doubts and examine in greater depth the previously acquired knowledge. Despite the widespread nature of its approach in health education, its application in basic veterinary subjects remains poorly described. This study explores the implementation of the FC approach in veterinary physiology, biochemistry, anatomy, and embryology. Pre-class material was mainly provided in video format, and class sessions facilitated quizzes and interactive activities aimed to reinforce understanding. The findings indicate a high level of student involvement and effective class preparation, as evidenced by over 84% of students participating in FC in-class sessions and generally achieving satisfactory scores on quizzes. A survey conducted at the end of the first semester shows that a high proportion of students positively valued pre-class material (>90%), quizzes (82%), and the FC approach (66%). However, by the end of the second semester, traditional lectures were preferred by more students than FC (45% and 25%, respectively), while 30% of the students mentioned having no preference between the two methods. Analysis of open-ended responses underscored positive facets of the FC approach, including self-organization, enhanced understanding, and availability of pre-class material. However, it also emphasized challenges associated with FC, such as the significant time and effort required. In conclusion, this study suggests that the FC approach can be well received in integrated basic veterinary subjects if it does not imply an excessive student workload, underscoring the potential benefits of a blended teaching approach that combines elements of both traditional and FC methods.

The ability to communicate scientific information effectively is crucial for veterinary professionals. Consequently, veterinary students require consistent and proactive training in communication. In parallel, digital transformation has undoubtedly impacted educational institutions. To address these priorities, the TranspaVET project aimed to design an immersive educational experience through advanced and innovative technology. This article aims to share our experience involving first-year veterinary students in producing scientific posters and how augmented reality (AR) and virtual reality (VR) impact their scientific outreach. The project, developed in the academic year 2022-23, involved 35 students and eight mentor professors and resulted in nine scientific posters. The posters were digitized allowing their access through links or Quick Response (QR) codes. Firstly, they could be visualised in 3D Web preview and in AR, as images overlayed into reality through mobile devices. Secondly, they could be viewed in an immersive VR educational metaverse. Visitors could access the metaverse via their personal electronic devices and via VR headsets. Users can view, download, and share the posters and talk together inside the virtual environment. By January 7th, 2024, the posters were digitally viewed 1,795 times, and 207 unique users entered the TranspaVET metaverse from different Spanish regions (Valencian Community, Castile and Leon, Andalusia, Madrid, Catalonia, Asturias, and Galicia), as well as from Argentina and Costa Rica. The TranspaVET project represents a creative connection between educational innovation and scientific research dissemination. It sets an example for the future of immersive, technology-driven learning through a platform that combines AR and VR.