ECOE METHODOLOGICAL STRATEGY: PECEPTION AND NUTRITRIONS IN A MODEL COMPETENCIAL EDUCATION, UNIVERSIDAD CATOLICA DE TEMUCO, CHILE
- Machuca Barría, Claudia - Cresp Barría, Mauricio - Riffo Olave, Fernanda - Ojeda Nahuelcura, Rodrigo - Carter Thuillier, Bastián - Fernandes Filho, Jose
- Datos de publicación:
- REVISTA INCLUSIONES,Vol.5,118-136,2018
- Students - Evaluation - Results - Perception
- Migración Web of Science 
- In Chile, education goes through moments of change. An education system with training by competencies requires the mobilization of multiple resources and knowledge. The Structured Objective Clinical Evaluation (test known as ECOE) places the student in a realistic context, measures their cognitive abilities of a higher order and validates their competences. The assigned task involves a performance by the student, through the construction of deep knowledge, which increases their autonomy and commitment to the teaching and learning process. When the participation in the learning process is active, the students feels self-competent, confident in their abilities and have high expectations of self-efficacy, obtaining expected academic results, which are related to the strategic resources implemented for their preparation. The objective of the research is to know the perceptions of students before an ECOE. The sample meets the academic requirements to start their professional internship and corresponds to 33 students belonging to the fifth year of the Nutrition and Dietetics career (cohort 2016, 2017). The research presents cross-sectional observational characteristics, with quantitative input and output tests in the ECOE circuit, with a percentage descriptive statistic. The results of the tests show the negative perceptions of the students in the exit test, with performances lower than those identified at the beginning of the ECOE circuit (entrance test). It is concluded to advance during the undergraduate training, in the implementation of authentic methodological strategies such as the ECOE, that allow to reduce the levels of stress that negatively interfere in the performance of the students, increasing their self-efficacy and security to be subject to this type of evaluations, to finally be a habitual practice within their academic formation.