The gap between the skills of recent graduates and the requirements of the job market represents a significant challenge. In this context, it is essential that Higher Education Institutions (HEIs) adapt their educational programs to the demands of the employment market. Fostering Critical Thinking emerges as a fundamental tool to facilitate the transition between the academic and professional contexts, optimizing the integration and performance of new employees. In this article, we present the results of the content analysis of the transcript from the interviews that were conducted with 18 veterinary Doctors, that were separated into three focus groups.

The responses suggested three categories of analysis a posteriori: «lack of practice», «internships» (as a tool to reduce the gap), and «lack of soft skills» (as a set of skills). The inherent complexity in defining Critical Thinking, as a polysemic concept, presents an initial difficulty. The importance of the ability to question, analyze information, and evaluate the quality of information is widely recognized. Thus, the implementation of practical opportunities and internships during academic training, along with the development of strategies to promote critical thinking, such as the analysis of clinical cases, appears to be fundamental. Professionals also mentioned the importance of possessing a set of non-technical skills, such as effective communication, problem-solving, emotional intelligence, adaptability, and critical thinking, considered essential for success in the workplace.

Keywords: Critical Thinking, Internships, Soft skills, University-Industry collaboration.