Recognizing supraventricular tachyarrhythmias in female patients: beyond palpitations to symptoms like anxiety, panic, and nausea.

Preclinical veterinary teaching, as well as instruction in other health professions, has historically relied almost exclusively on didactic lecture methods. In these teacher‐centered or passive learning environments, students have little opportunity to contemplate, apply, or reflect on new information like being passengers in a car driven by someone else. Some students, particularly surface learners who primarily focus on memorization, prefer this traditional approach. Facilitator questioning and probing methods are necessary to elicit responses and engagement during lectures []. In contrast to passive didactic lectures where the instructor primarily focuses on content delivery, active learning (AL) is a broad term that refers to any educational activity where students engage and interact with the learning process. In the car analogy, students participating in AL help to power and steer the vehicle. The instructor and students work cooperatively to facilitate learning through three interrelated components: intentional engagement, purposeful observation, and critical reflection []. Graffam describes that for learning to be active, learners not only need to do something, but they also need to reflect on what they are doing []. Four principles that lead to more effective learning include AL along with providing feedback, individualizing learning, and creating relevance []. Scientific evidence supports the shift toward AL. These methods have been shown to enhance knowledge acquisition [, ], improve long‐term retention [], boost performance in the sciences [, ], and increase lecture attendance []. Additionally, there is a moderate correlation between the use of AL and higher scores on standardized exams []. Technological developments have further catalyzed this shift, providing a wealth of options and resources for AL. The effectiveness of AL strategies varies across student groups. Learning through case‐based activities, games, and teamwork can selectively benefit students with lower academic achievement, improving their test scores [, ], and knowledge retention []. Notably, some AL activities appear to have the greatest impact on less motivated students [], underscoring its potential to engage and support a diverse range of learners. Learning through cases, games, and the self‐directed approach is particularly effective in supporting students who already have some foundational knowledge, are more familiar with diverse teaching styles, and are therefore best used in later rather than earlier years [, ]. Finally, AL irrespective of the method used has been shown to be disproportionately beneficial for individuals from low‐income backgrounds and for underrepresented minorities [].