Abstract
Evidence-based education is a strategy promoting the use of techniques that have been identified to improve the outcome of learning and teaching in well-controlled studies as well as in daily practice. Our aim was to elaborate on points that can be recommended to University teachers and to share our experience with implementing tools for which the evidence is the strongest.
We searched both primary resources as well as textbooks dealing with higher education. The strongest evidence we found included using of specific learning outcomes, systematic and regular use of formative assessment, case-based discussion classes when students work together in teams to solve problems, asking conceptual questions representing higher level of the Bloom's taxonomy, collecting feedback from both students and teachers, and other techniques.
We elaborated a document summarizing evidence-based recommendations as well as examples of good teaching practice. The first part dealt with preparing the course, including (i) formulating learning objectives; (ii) establishing a learning schedule; (iii) preparing both obligatory as well as recommended study materials; and (iv) making the students familiar with course requirements and defining the form and scope of exams.
The second part dealt with the teaching methods, including (v) motivating students and encouraging them to seek our advice; (vi) striving for a variety of teaching methods emphasizing the active involvement of students; and (vii) obtaining feedback from students and promoting self-evaluation of both students and teachers. The third part dealt with finalizing the course, including (viii) evaluating knowledge, skills, and competences, including the higher objectives of the Bloom's taxonomy; (ix) providing students with feedback and striving for an incentive effect during the course evaluation; and (x) not tolerating cheating or other undesirable practices.
The whole original document is being currently critically reviewed by representatives of other Universities in Czech Republic aiming for improving the pedagogical skills and teaching practices of their educators. Most of the concepts rely on learning outcomes that are supposed to be student-centered, measurable, achievable, realistic, concise, and timely.
In our contribution, we would like to share and discuss the time and personnel costs necessary for implementing and revising the evidence-based education techniques. The usefulness of the techniques was tested during both the regular and the distance education period.
We will share the benefits provided and the both positive and negative feedback received when trying to balance the pros and cons of evidence-based techniques at the Department level, at the Faculty level, as well as at the level of international cooperation. We cordially look forward for receiving feedback based on the experience of other educators to improve this ongoing work.