Educational Creative Caring System

The Educational Creative Caring System (ECCS) is a comprehensive system which uses practical insights to prepare students for participation in international medical science courses. This optimal educational management is based on continuous monitoring and assessment. The system includes a variety of procedures and strategies to enhance the efficiency of teaching and learning.


eCCS Components

1-1- Learning Procedures

Learning procedures in the classroom are implemented in accordance with established teaching principles and are consistent across all classrooms. Lecturers are not permitted to apply unconfirmed teaching methods and should avoid any discussion outside the context of the educational topic. Therefore, the classroom teaching processes are well-defined and coherent to avoid any waste of time and student confusion.
In this system, the lecturers’ teaching methods are directly observed by the education director and the teaching assistant, written and oral feedback from students is collected regularly and, ultimately, the learning efficiency of students in each class is carefully overseen. This feedback is used to provide guidance and suggestions to lecturers to improve the quality of their teaching.

1-2- Lecturers

The lecturers in this system have high teaching abilities and are obliged to provide regular teaching reports. At the end of each session, the lecturers submit a teaching report to the education director. In this way, the progress of teaching of the course syllabus and the balance of time spent on each topic are monitored. Any changes in the course syllabus are reflected to the respective lecturer for explanation.
Lecturers also provide systematic daily assessments of the performance of each student in two areas: 

  1. The completion of assignments and pre-class preparation,
  2. Student classroom activity. These reports are submitted to the education director every day after class.

Another responsibility of the lecturer and teaching assistant is to monitor student study reports and comment on the quality and amount of each student’s studies. These reports are submitted to the education director.In order to improve performance and self-awareness, lecturers regularly submit self-assessments to the education director.
In short, lecturers, within the frameworks set by the education director and in full interaction with the students, play an important role in maintaining the quality of the learning process and ensuring the achievement of desired learning objectives.

The distinctive and innovative element of the ECCS is the monitoring and supportive processes starting from student entry until the desired results are achieved. The responsibilities of the monitoring system consist of maintaining the quality of education, controlling the learning process, resolving educational problems, providing constructive solutions to enhance the quality of the teaching and learning, holding constructive meetings with students, and ultimately documenting and reporting the point-to-point progress. All student progress is fully documented in their personal files. The monitoring process includes the tasks which are described below, each of which are performed at specified times throughout the course.

2-1- How to Study

One of the distinctive features of the ECCS is holding individual study planning sessions by the lecturer and teaching assistant. The study plan developed in these sessions is considered as the roadmap for how to study within this system. In the first session of these meetings, the following objectives are pursued:

  1. A thorough description of all course topics along with supplemental resources for personal study outside the classroom.
  2. Educational, monitoring and assessment processes that the student will experience within the ECCS. In this way, the student is fully aware of the educational system and their tasks at each stage, such as attending one-on-one meetings with the lecturer and teaching assistant, workshops, regular study reporting, completing forms and questionnaires, and assessment procedures prior to entering the course. The full self-awareness and responsibility of the student in this educational system is of paramount importance.
  3. Present a study plan based on the scientific principles of proper and effective study to enhance the efficiency of study outside the classroom and to maximize the effectiveness of study times.In this part of the session, the study parameters of effective study are presented and discussed with the student in an interactive approach. Finally, by summarizing the scientifically proven principles of effective study and taking into account their individual characteristics in terms of study environment and time, the student will take the correct model of study as their working model.
2-2- Student Initial Feedback (SIF)

After one week of the start of the course, a brief session will be held between each student and each teaching assistant, where students give feedback on their experience in the classroom from two general perspectives:

  1. Feedback on how appropriate the class level is to his/her knowledge level The level of challenge students encounter with the teaching content can provide valuable information to the teaching assistant.If the classroom level is not appropriate for the student, the teaching assistant should collect more detailed information by talking to the student. In many cases, the student will reach a better understanding of the learning process and course syllabus following this session. In some cases, however, the additional activities may need to be considered for the student. Further investigations are conducted at the instruction of the education director to ensure that individual attention is given to each student that the learning process is performed as best as possible.
  2. Feedback on how the lecturer teaches and interacts with the classFor the second part of the feedback, the teaching assistant, through technical and precise questions, collects detailed information on any potential problems within the classroom or teaching process, and provides the education director with a comprehensive report. The education director will review the feedback and announce the final result to the student after discussing with the relevant lecturer.Finally, the student is asked to make any suggestions or criticisms they have. Special attention to the feedback from the students is a prominent feature of the ECCS, which has a mental positive impact on them and promotes their connection with the education director.
2-3- Homework

Given the special importance and difficulty of the MFP, the teaching assistants pays particular attention to the correct and timely submission of assignments by students as well as the quality and order of marked feedback provided by the lecturer and teaching assistant. Teaching assistants mark, and monitor student assignments. The assignment date and return date of the marked assignments are reported in the corresponding form. If any problems arise in the timely submission of the assignments by the student the matter will be reported to the education director for consideration.

2-4- Pre-class Activity Report (PAR)

Class Activity Report (CAR)
Since pre-class activity and classroom activity are important determinants of student progress, monitoring of this section should be performed properly and systematically.
Pre-class and classroom performance of students is monitored jointly by the lecturer and teaching assistant, and are reported daily to the education director. A weekly report of performance is given to students and their parents for consideration.

2-5- Teaching Reports

As mentioned earlier, descriptive daily class reports are completed by the lecturers and submitted to the education director. A separate class report is completed by the teaching assistant and also submitted to the education director. In this way, the speed of teaching of different sections of the syllabus and the balance and proportion of time spent in each session is monitored and if any problems or conflicts are observed, the education director discusses the matter with the lecturer.

2-6- Evaluation Forms

At the end of the semester and before final exams, lecturers, teaching assistants and students complete the evaluation forms and submit them to the education director for review. These forms provide valuable information to help improve the processes and performance of students and lecturers. Summary of these reports will be provided to the education director and will be available for further consideration by lecturers and students if necessary. These forms include:

  • Student evaluation of the lecturer
  • Lecturer self-assessment
  • Teaching assistant self-assessment
  • Student self-assessment
  • Qualitative evaluation of student performance and progress by lecturer and teaching assistant
2-7- Pre-exam

One of the important tasks of the teaching assistant is to check the status of the student before the final exam and bring him or her to the highest level of readiness by holding a private session for troubleshooting. By using the results of the monitored activities during the semester and the student’s explanation about weaknesses in basic courses and linguistic knowledge on the one hand, and the ability to answer a variety of international medical exam questions, the lecturer and teaching assistant holds a 90-minute session to address the students’ particular weaknesses and prepare them before the final exam. At the end of the session, the teaching assistant completes the corresponding form to inform the education director, and to be recorded in the student’s file.

2-8- Pathology

Another important activity within the ECCS are the pathology sessions after each assessment. After receiving the student’s exam results from the, the lecturer and teaching assistant examine the student’s performance in the exam in a private session with the student and confront any potential weaknesses.

In the ECCS, assessment processes are performed independent of the lecturers and are centrally conducted by the teaching assistants using standard assessments. The independence of the teaching assistants is particularly important in that it measures the progress of learning and achievement of learning objectives without any external influence. On the other hand, the professionalism of the lecturers in their activities and their focus on the standards of work will lead to a high level of quality of work and ultimately to the reliability of the assessment results. What matters most to the ECCS is the accuracy of the assessments and the validity of the decisions based upon them.
The assessment activities consist of the following:

3-1- Progress tests

These exams are held at short intervals and usually contain the latest lessons from the course. The comprehensive performance report is prepared by the teaching assistants based on regular quizzes and are reported to the student, their parents, the lecturer and the education director for review. The purpose of these tests is to provide feedback on the achievement of learning objectives. Each student can receive their exam sheet along with the quiz report and receive feedback on their problems from the teaching assistants.

3-2- Mastery Tests

These tests include mock exams, mid-term exams and final exams. These exams are designed to prepare the student to succeed in the entrance exams of international medical programs. The material for the mastery tests are provided by the education director and then designed by the lecturers and teaching assistants, in order to maintain compliance with international medical exams. Learning assessments play an important role in the decision making and pathology of the learning process. The performance of these exams will be presented in a comprehensive report created by the teaching assistants.

In summary, a list of tasks and responsibilities for each role in the ECCS is given below:


1- Submitting course plan including syllabus and teaching strategies to education director
2- Creating an active learning environment in the classroom and effective class management
3- Reporting content covered in class
4- Providing students with appropriate daily assignments

  • Homework
  • Class preparation activities

5- Submitting daily student report to education director

  • Checking student attendance
  • Checking student pre-class study
  • Confirming student class activity report given by teaching assistant

6- Preparing and marking assessments
7- Holding weekly pathology and study planning sessions with students
6- Submitting regular self-evaluation


Teaching Assistants:

1- Monitoring students

  • Checking student assignments
  • Checking students’ study schedule
  • Evaluating students’ class activity
  • Monitoring assessment grades

2- Monitoring lecturers

  • Checking lecturer’s compliance with teaching schedule
  • Monitoring lecturer’s class management

3- Educational counselling of students

  • Developing individual educational plan with student
  • Holding student initial feedback session
  • Holding weekly post-assessment pathology session
  • Holding pre-exam preparation session

4- Preparing and marking assessments
5- Holding weekly pathology and study planning sessions with students 


Education Director:

1- Supervision of lecturers and teaching assistants
2- Performing lecturer and T.A. evaluation by students
3- Overall evaluation of lecturers’ and T.A.s’ performance

ECCS Structure at glocal college

Learning Services
  • More than 30 hours quality classes
  • Providing studying program to boost studying efficiency
  • Providing strategic learning to boost learning efficiency
  • Integrated management of all educational processes and problem solving
Educational Monitoring
  • Monitoring of extracurricular studies
  • Private tutoring session before the final exam
  • Private training session monitoring and pathology after the test
  • Private student feedback sessions to optimize educational processes
Independent evaluation
  • Standard Placement Entrance Test Based on EU Framework
  • ILETS test at the end of each stage
  • Quiz Short tests for each subject
  • Evaluate skills in Speaking & Listening skills
  • Questioner and descriptive transcripts

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