**1. Introduction**

The outbreak of the COVID-19 pandemic in December 2019 heightened the need of education systems worldwide to adapt rapidly to a changing situation and to the demands of the Western business and academic world. Even before that, the relevance of the teaching methods and content in academe was becoming increasingly crucial. To adapt learning to future needs that are changing and largely unknown today, we must change its goals, methods, and assessment [1, 2].

Academic institutions are more than transmitters of knowledge to students: They are also agents of cultural change. As such, they must consistently ensure that students develop new skills [3]. Adapting to the labor market requires 21st-century skills, such as problem solving in real time, synthesizing existing knowledge with

changing situations, integrating material studied and applying it as part of a team, acquiring managerial abilities, and engaging in self-regulation [2]. Changes in teaching methods, combined with training in learning skills and construction of a learning toolbox, will enable students to remain relevant in the work force and become lifelong learners [4–6].

The outbreak of the COVID-19 pandemic created an opportunity for quickly introducing such changes by taking advantage of a variety of constraints, such as digital platforms and synchronous and asynchronous distance learning. This chapter describes an intervention program in the undergraduate course titled Patient– Therapist Relationship, taught in the Department of Management of Service Organizations, Health Track. The intervention changed the teaching and learning in the course from traditional frontal teaching to active student-centered learning. This chapter describes the effect of the intervention on students' perceptions, as revealed in reflective journals kept during the course, and students' willingness to adopt innovative teaching methodologies in the wake of this experience.
