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Improving the university teaching-learning process with ECO methodology: Teachers' perceptions.

ABSTRACT: This study presents the results of research focused on university teachers' perceptions of the implementation of ECO (Explore, Create, and Offer) methodology. Through teachers´ responses, the objective was to learn about the impact ECO has on both teaching and learning. The sample consists of 22 teachers from four academic fields; they implemented ECO methodology during the 2018-19 academic year with 1,350 undergraduate students and 175 Master's-level students. The participating teachers belong to five universities: Universidad de Sevilla (Spain), Universitat de Barcelona (Spain), Universidade de Vigo (Spain), Universidad de Las Palmas de Gran Canaria (Spain) and Universidad Nacional de La Plata (Argentina). An exploratory and descriptive study was carried out, and the data were gathered from an online survey filled in by the teachers. Twenty-eight cases were obtained, one for each course that was involved in the project. The mean values were analysed by running a Kruskal-Wallis H test and ER2 for the effect size. In addition, the thematic analysis method was used to analyse the teachers' perceptions while representing their opinions faithfully. The results showed that ECO methodology has a very positive effect on the personal development of the teachers. ECO is a methodology that comes to have revolutionary effects, improving the relationship between teachers and students, who strengthen their commitment to their own learning. It is also an excellent means for connecting students with the social and professional world outside of academia.

SUBMITTER: Torres-Gordillo JJ

PROVIDER: S-EPMC7433871 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Improving the university teaching-learning process with ECO methodology: Teachers' perceptions.

Torres-Gordillo Juan-Jesús JJ Melero-Aguilar Noelia N García-Jiménez Jesús J

PloS one 20200818 8

This study presents the results of research focused on university teachers' perceptions of the implementation of ECO (Explore, Create, and Offer) methodology. Through teachers´ responses, the objective was to learn about the impact ECO has on both teaching and learning. The sample consists of 22 teachers from four academic fields; they implemented ECO methodology during the 2018-19 academic year with 1,350 undergraduate students and 175 Master's-level students. The participating teachers belong ...[more]

PMID: 32810180

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Project description:BackgroundTo build a consensus about learning objectives in the operating room, the aim of the study was to evaluate both surgical teacher and learner perspectives on perioperative teaching and learning in Taiwan.MethodsTwelve main technical and non-technical learning objectives in the operating room were evaluated by learners and surgical teachers in Kaohsiung Medical University Hospital. The learners included postgraduate year (PGY) 1-3 residents (junior learner, JL) and PGY 4-7 residents (senior learner, SL). The definition of learning preferences were recommended learning objectives, and learning load was defined as demands of learning preferences. During the survey, surgical teachers evaluated the learning preferences for the learner, and learners evaluated their learning preferences. The learners also evaluated the learning preferences that the surgical teachers should teach.ResultsResponse rate of the questionnaire was 65.4%. A total of 31 learners and 39 surgical teachers completed the survey. The consensus was that the need to increase the learning loads and ethical issues were the learning preferences for SL, and indications, details of procedure, and teamwork were important to both JL and SL. The teachers intended to set specific learning objectives for different learner levels, including (i) indications, details of procedure, teamwork, and postoperative care for both JL and SL; (ii) preoperative preparation, surgical anatomy, and instrument handling for JL (P = 0.022, 0.021 and 0.006); and (iii) surgical technique, independent practice, clinical reasoning, complications, and ethical issues for SL (P = 0.010, < 0.001, < 0.001, 0.001, 0.011). Resident perspective on learning objectives differed between JL and SL, and there was discrepancy between resident's learning as perceived by teachers, particularly in the JL.ConclusionsOur study revealed significant disparity of perspectives between teachers and learners on perioperative teaching and learning. Surgical teachers should set specific learning objectives for different learner levels, since junior and senior residents have different learning preferences even though both scrub in the same case. Effective communication between teachers and learners has the potential to improve learning experience and create a positive environment in the operating room.

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Improving the university teaching-learning process with ECO methodology: Teachers' perceptions.

Publications

Improving the university teaching-learning process with ECO methodology: Teachers' perceptions.

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