M. Coco1, H. García1, M. Maldonado1, R. Cuadrado1, J. Herrera1, A. López-Miguel1, M. Martín-Ferrero2, L. Mena1, M. Pichel1

1University of Valladolid, IOBA Eye Institute (SPAIN)
2University of Valladolid (SPAIN)
If there is a new element in the adaptation process to it is the existence of compulsory Master´s or Undergraduate Thesis. These thesis require the need to develop those transversal skills of the student, putting in practice and assimilating what they have learned during the whole formative period.
The coordination of these thesis is complex, having into account both teaching and learning processes and require an extra effort especially in online environments where communication and coordination is of a key importance. Each student should build up throughout the previous training acquired in the course, a novel idea in a particular area, addressing issues related to research. To start building the work, the teacher should consider three questions about his role: how the final paper will contribute to increase the student´s final knowledge acquisition? how the work progress will be monitored during its development? And finally, what will be the basis to build up a tool to measure the impact of the outcomes on the skills developed in each particular degree?
The purpose of this paper was to evaluate the results of the monitoring of the Master Thesis of the Master Degree in Vision Rehabilitation of the University of Valladolid. Two semester surveys per year were used as tool of analysis. Surveys were sent to teachers, students and the coordination.
Results showed that the problems found in the coordination of final papers during the first year had an average slightly above the general average of the master 7.05 over 7. Nevertheless, students highlighted as positive the initial planning phase by the coordination. The results also showed that students criticized the lack of involvement of the tutor in carrying out the initial planning, the lack of response to their questions, or the need for a review over time, in order to succeed in the final evaluation process. Students valued positively with scores over the general average of the Master, those aspects related to the contribution of teachers, teaching and support materials. The answer to the surveys made to teachers differed from the first to the second terms, as some data were missing due to the teachers non-reply and therefore showed a lack of monitoring. Finally results can have been influenced by online learning which is an additional complication in the teaching-learning process, the degree of compliance with the established worksheets, quantity and quality of documentation provided by the tutor to guide the student, degree of compliance with work objectives and consensus between tutor and student.
All these aspects should be considered and addressed in a more constant monitoring that allows to collect information from the coordination of the master in time to correct the deviations that occur where development work and the tutor-student relationship itself. Monitoring methodology will be included on the markers of the final paper in the third year, based on the preceding assumptions to provide alerts that can measure over time the detection and resolution of what we might call "failures in communication".