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Your education is important to us. That is why we ask you to tell us about your experiences and give us feedback on the learning opportunities we provide. There are lots of ways to feedback to us including the SEQs, Name and Proclaim, and Raising Concerns. On this page you can find examples of changes we have recently made in direct response to your feedback.
- Year 1
Circulation & Breathing 2020-21
1. Your feedback: Moving some of the lectures impacted the order the material was presented in and the location of the material on Moodle.
Our response: The timetable was reviewed so students had a logical flow through the content.
2. Your feedback: Some topics were repeated during the module.
Our response: Although some repetition was deliberate to help consolidate the key points, the content was reviewed to reduce the amount. There were 2 ANS lectures instead of 3 to reduce repetition of the Use of Medicines content.
3. Your feedback: The content on Moodle wasn't interactive enough.
Our response: Online delivery allowed the use of interactive slides to complement and consolidate the key points of lectures and better integration of animations and models in physiology teaching.
4. Your feedback: You didn't receive enough feedback during the module.
Our response: The module lead developed summary sessions and Moodle quizzes, in the style of SBAs, to cover the module content and provide feedback on areas that were less well understood. Feedback was also provided via a peer-marked essay.
5. Your feedback: The workshops would work better as SPLs.
Our response: Workshops were run as SPL sessions with a timetabled synchronous event to discuss the material.
6. Your feedback: It was difficult to find information on Moodle.
Our response: The Moodle site was reviewed to make navigation easier.
7. Your feedback: You wanted more tutorials.
Our response: Unfortunately there wasn’t enough scope to add more tutorials.
8. Your feedback: You wanted more case studies.
Our response: Additional case studies weren't added to ensure that students weren't overwhelmed by online content. However, case studies might be included in the summary sessions.
9. Your feedback: You didn't want lectures to be scheduled on Fridays.
Our response: Lectures were primarily delivered asynchronously online, but the module lead will look at redistributing lectures throughout the week, where possible, for 2021-22.
Foundations of Health and Medical Practice 2020-21
1. Your feedback: Lectures weren't interactive enough.
Our response: New question and answer sessions were introduced at the end of batches of lectures to provide more interaction. The topics were previously highlighted as areas of difficulty by student polls. In addition, a revision session was held in CIF 1A.
2. Your feedback: Not all material was available before lectures as some lecturers preferred students to come and listen to their lectures before releasing their slides.
Our response: This wasn't an issue as the material was available online.
3. Your feedback: "Case of the week" should be scheduled towards the end of the week as you needed to learn the week's content before you could complete it.
Our response: Time was allocated on Fridays for completing “Case of the week”.
Infection & Defence 2020-21
Your feedback: You didn't receive enough individual feedback on your work.
Our response: Students submitted a case of the month for marking and feedback by the CTFs.
- Year 2
Endocrine Systems & Reproduction 2020-21
Your feedback: Sessions weren't evenly spaced out over the 4-week period.
Our response: This is done on purpose to allow time for revision before the second formative assessments. Online delivery allowed students to spread content out as they wished.
Genetics, Development & Cancer 2020-21
1. Your feedback: There wasn't enough revision and consolidation of lecture content.
Our response: There were summary lectures each week incorporating quizzes where possible.
2. Your feedback: It was difficult to revise lectures that weren't Lecturecast.
Our response: The module lead provided summary notes for lectures that weren't broadcast.
More extensive changes may be made to the module content if face-to-face teaching resumes.
- Year 4
Module 4A 2020-21
1. Your feedback: Some core teaching week content lacked clinical relevance.
Our response: The clinical relevance of the content increased as a result of close collaboration between the pathological sciences and clinical teams.
2. Your feedback: The core teaching week needed to be reviewed.
Our response: An evening lecture series was introduced to replace parts of the core teaching week and other teaching elements.
3. Your feedback: Cardiology teaching at Barnet was of variable quality.
Our response: As part of the action plan to improve the teaching, a cardiology teaching fellow was appointed and more onsite teaching was provided.
Module 4B 2020-21
1. Your feedback: There were too many timetables at the Whittington, which was confusing
Our response: Students were asked to exclusively use the Outlook timetable. Additional supportive timetables were no longer published.
2. Your feedback: The different materials provided by the 3 sites, and the layout of Moodle, made it difficult to find what you wanted.
Our response: The material from the specialties on all three sites was combined onto a single page with a much clearer layout.
Module 4C 2020-21
1. Your feedback: The online teaching activities delivered between March and June 2020 worked well.
Our response: The activities were incorporated into the 2020-21 teaching programme.
2. Your feedback: The Moodle pages were difficult to navigate.
Our response: The Moodle pages were made more user-friendly and better reflected the curriculum map.
- Year 5
IOM 2020-21
Your feedback: The IOM wasn't useful.
Our response: The content of the IOM was thoroughly reviewed.
Module 5A Paediatrics 2019-20
1. Your feedback: You would like more bedside teaching
Our response: Each clinical placement was requested to provide students with at least one allocated/protected bedside teaching session per week.
2. Your feedback: You wanted more structure and parity in teaching between the central site and DGH clinical placements.
Our response: Each placement was recommended to provide a similar number of different experiences, e.g. 2 weeks of general paediatrics and 1 week of neonatology and community paediatrics. 12 case/presentation-based tutorials and 6 simulation sessions were created, half to be delivered in each clinical placement. A tutor system was recommended for each clinical placement.
Module 5A General Practice 2020-21
1. Your feedback: You greatly valued the patient contact and teaching in general practice.
Our response: The overall number of days in clinical general practice was increased to maximise opportunities for patient-based learning.
2. Your feedback: You wanted clarity about 'what to learn in general practice'.
Our response: A series of connected-curriculum campus-based sessions and some guided SDL sessions were developed to support students' experiences with patients and help them focus on relevant knowledge about clinical topic content and approaches.
3. Your feedback: You wanted more dialogue with the Primary Care team.
Our response: A student representative was invited to the Primary Care Teaching Committee; competitive opportunities for NIHR school of primary care student internships (£1k each for 2 students over the summer) were advertised; and an interactive event about the organisation of primary care was co-hosted with UCL GP MedSoc.
Module 5B 2020-21
1. Your feedback: At the beginning of the lockdown period in 2020, there was less online content available than for other modules.
Our response: An increased number of live Blackboard articulate sessions was provided.
2. Your feedback: The GUM/HIV team-based learning (TBL) sessions were useful and interactive.
Our response: The widespread use of TBL was encouraged across Year 5.
3. Your feedback: You didn't attend enough sexual health clinics.
Our response: There was a plan to increase the number of simulated sexual health clinics for GUM/HIV.
Module 5C 2020-21
1. Your feedback: At the beginning of the lockdown period in 2020, there was less online content available than for other modules.
Our response: An increased number of live Blackboard articulate sessions was provided.
2. Your feedback: The team-based learning sessions provided in other modules were useful and interactive.
Our response: The widespread use of TBL was encouraged across Year 5.
3. Your feedback: You didn't receive enough Oncology teaching.
Our response: The frequency of Oncology teaching and tutorials increased, which improved feedback.
4. Your feedback: There was a lack of cohesion between the different specialties in the module.
Our response: Integrated teaching modules were developed to create a more holistic and wholesome teaching experience with collaborative working between specialities within the module.
5. Your feedback: You didn't always feel safe on your Psychiatry placements.
Our response: All students in Psychiatry placements had the opportunity to request an alarm for their personal safety.
- Year 6
2020-21
1. Your feedback: The Medical School didn't provide iPads to Year 6 students.
Our response: The students were able to use their Year 5 iPads.
2. Your feedback: There was variable wifi availability at the DGHs.
Our response: Work continued to introduce Eduroam to all the DGHs.
3. Your feedback: Not all the formative mock OSCE stations were truly representative of the final examination.
Our response: UCLMS provided more centrally-written mock OSCE stations for use by the DGH sites.
- CPP
Anatomy & Imaging Year 4 2019-20
Your feedback: It was difficult to attend early sessions.
Our response: Sessions started at 9.30am instead of 9am to improve attendance.
Anchor Week Year 5 2019-20
Your feedback: The CPP content from Anchor Week needed review.
Our response: The content was updated and moved to the IOM.
Clinical Communication Year 4 2019-20
Your feedback: More resources should be made available on your iPads.
Our response: The Calgary-Cambridge Guide to Clinical Communication was moved from a paper resource to an app.
Clinical Skills Year 1 2019-20
Your feedback: The First Response Course would be better placed earlier in the year rather than after exams.
Our response: The First Response Course was included in the main Clinical Skills curriculum.
Clinical Skills Years 1 & 2 2019-20
Our action: Procedure cards were removed in line with GMC requirement changes.
Doctor as Data Scientist Year 4 2019-20
Your feedback: There were too many lectures.
Our response: A number of lecture slots (from Use of Evidence) were removed and became personal study time.
Doctor as Data Scientist All Years 2019-20
Your feedback: Students weren't sure what e-Health was.
Our response: Use of Evidence and e-Health were updated and merged into a new module, Doctor as Data Scientist.
Ethics & Law Year 4 2019-20
Your feedback: There was a long time lag between the introductory lecture and the small group work.
Our response: The lecture was removed with the content moving to related small group work sessions.
IOM Year 2 2019-20
Your feedback: The IOM should come at the beginning of Year 2 instead of after the Year 1 exams.
Our response: The IOM was removed from the timetable and the content was moved into the main curriculum.
Mental Health Year 4 2019-20
Your feedback: There was a long time lag between the introductory lecture and the small group work.
Our response: The block 2 small group work sessions were moved earlier in the term to be closer to the lecture.
Portfolio Year 1 2019-20
1. Your feedback: It would be helpful to have an introduction to the Portfolio from the CPP tutors (not just a short lecture at the very start of term).
Our response: A small group work session, ‘Introduction to Portfolio’, was added.
2. Your feedback: The Portfolio was a burden in your busy timetable.
Our response: One section of the Portfolio was removed to reduce the time burden.
3. Your feedback: Feedback from the NHS presentation wasn't timely.
Our response: The presentation was changed to a 300-word abstract to improve the quality of the session and ensure feedback was provided within three weeks.
Portfolio Years 1 & 2 2019-20
Your feedback: Some deadlines were too close to the exams.
Our response: Where possible, deadlines were restructured e.g. the earlier reflective writing deadline in Year 1.
Professionalism Year 2 2019-20
Our action: The new small group work session, 'Uncertainty in Medicine', was linked to the requirements of Outcomes for Graduates.
Professionalism Year 4 2019-20
Your feedback: 'The NHS' session wasn't useful.
Our response: The session was replaced with a Patient Safety and Patient Experience session on 'The Complexities of Patient Safety in the NHS', which incorporated key elements of the previous session.
Patient Safety and Patient Experience All Years 2019-20
Our action: A new module was developed to link with the requirements of Outcome for Graduates and help promote patient safety in the curriculum.
Reflective Writing Year 4 2019-20
1. Your feedback: Essay marking was too inconsistent between markers.
Our response: An online learning module was created for the tutors to improve their essay marking and feedback consistency.
2. Your feedback: There wasn't enough choice in essay titles.
Our response: For essay 1, students were given five title choices instead of one.
Use of Medicines Year 4 2019-20
Your feedback: Some online resources needed updating.
Our response: The resources were updated to utilise current technology and remove the need for Flash.