Current Students

We deliver education on three campuses, each of which is closely associated with a hospital: Bloomsbury (UCLH), Hampstead (The Royal Free) and Stanmore (the RNOH).

The campuses

Bloombury Campus

Our main base at Bloomsbury is Charles Bell House. Our flexible teaching and research facilities include meeting rooms, laboratories, seminar rooms (with Lecturecast) and social spaces. Our main library is the Cruciform Hub. We also work closely with the Institute of Sport Exercise & Health (ISEH), which is the base for some of our programmes.

Stanmore Campus

At Stanmore Campus, most of the teaching is delivered in the Student Centre (Lecturecast equipped) or meeting room. Some sessions take place in the RNOH Teaching centre, UCL/RNOH Library and various labs. IT facilities are available in the Stanmore Library and hot-desking area in the main IOMS building.

Royal Free Campus

In Hampstead, our teaching facilities include the Jerry Kirk Lecture theatre, a smaller seminar room, the Royal Free Library, and several laboratories.

Support

Taught students: your first point of contact is your personal tutor, module lead or programme lead. If they cannot help, contact your Site Educational lead or the Divisional UG/PG Tutor.

Research students (MPhil/PhD): your first point of contact is your supervisory team. If they cannot help, contact the Divisional Graduate Tutor.

Student support

Resources

You shaped UCL

You Shaped UCL

Your feedback, creativity and expertise are crucial to help us make changes for future students. By working in partnership, we can create a better university experience for all. Find out how some of your suggestions have resulted in positive changes to the student experience.

Undergraduate study

You said
  • You would like more career-focussed extra-curricular activities.
We did
  • We have held a number of career sessions over the last two academic years. An online careers workshop was held with expert industry and academic speakers, who shared valuable information about their career journeys and success.
  • Specific workshops on CVs, personal statements and applications.
  • Dedicated one-to-one careers appointments, delivered by the UCL Careers Team.
  • The COVID-19 Recovery Challenge was developed and ran by colleagues in the Division, with strong student engagement.

You said
  • You would like access to the student hub at the Royal Free Hospital. 
We did
  • All Surgery and Interventional Science undergraduate students now have access to the hub. 

You said
  • There is not enough wellbeing support, or access to support / services can be limited.
We did
  • Divisional staff were trained as Mental Health First Aiders and other staff attended Mental Health Awareness training, which has helped support students. 
  • An online Wellbeing session was held every two weeks throughout the 2020-2021 academic year to provide an update and information for students.
  • A workshop was held with support from colleagues in Student Support and Wellbeing in December 2021, to provide practical advice and support in managing stress, anxiety and imposter syndrome.

You said
  • You wanted more opportunities to gain practical laboratory experience.
We did
  • We held additional practical sessions over the summer of 2021.

Course specific action

You said
  • You prefer to be taught in small groups.
  • Final year students would like more practical laboratory experience to support research projects
We did
  • We ensured that teaching of certain modules was delivered as tutorials with only MSE students, rather than with the wider Integrated Medical Sciences group.
  • All final year students were offered a range of laboratory refresher sessions, as well as 1:1 online sessions

You said
  • Students provided feedback for SURG0126 that some Surgical Tutors were more responsive and involved than others, resulting in a difference of learning experience for students.
We did
  • The module has two new leads for 2021/22 who have amended the Surgical Tutor responsibility guidelines to ensure that it is clearly outlined to tutors what is expected from them with regards to student support.

Graduate

You said
  1. You wanted quicker course feedback in order to progress and learn from your mistakes in future modules.
  2. You wanted assessment to reflect clinical practice.
We did
  1. Reduced time of marking from what was a maximum of 8 weeks in 2016 to all assignments now being marked within 4 weeks of submission and increased assessment feedback so that as well as individualised feedback for each assignment, students also get a marked rubric.
  2. We changed the assessment types to reflect clinical practice, instead of all essays, we now include posters, oral presentations and case-based discussions.

You said
  1. You wanted quicker course feedback in order to progress and learn from your mistakes in future modules.
  2. You wanted assessment to reflect clinical practice.
We did
  1. Reduced time of marking from what was a maximum of 8 weeks in 2016 to all assignments now being marked within 4 weeks of submission and increased assessment feedback so that as well as individualised feedback for each assignment, students also get a marked rubric.
  2. We changed the assessment types to reflect clinical practice, instead of all essays, we now include posters, oral presentations and case-based discussions.

You said
  1. You wanted quicker course feedback in order to progress and learn from your mistakes in future modules.
  2. You wanted assessment to reflect clinical practice.
We did
  1. Reduced time of marking from what was a maximum of 8 weeks in 2016 to all assignments now being marked within 4 weeks of submission and increased assessment feedback so that as well as individualised feedback for each assignment, students also get a marked rubric.
  2. We changed the assessment types to reflect clinical practice, instead of all essays, we now include posters, oral presentations and case-based discussions.

You said
  • The Rehabilitation module that was shared with the Sports Medicine, Exercise and Health MSc  was above your needs for the PAM course and caused problems with following content and exams.
  • In the Music and Dance Science of Performance module, we would engage and perform better if we were assessed in our own area of interest.
We did
  • We removed this shared module and incorporated rehabilitation in one of our own modules with adjustment to the curriculum.
  • Students can now select from a range of topics, which they are assessed on by essay and presentation

You said
  1. We would like more optional modules.
  2. We want an increase in clinical offering.
We did
  1. Introduced 11 optional modules for the next academic year.
  2. Increased clinical offerings for students.

You said
  1. UCL resources such as Lynda.com and Box of Broadcasts could be better highlighted to distance learning students when starting the course.
  2. We would like more teaching on scientific writing.
  3. We would like smaller submissions throughout the modules to encourage group discussion which can act as a valuable form of learning
We did
  1. There are resources that can help with developing students' skills that will be useful for career development, such as Excel and project management skills. We will encourage students to have a look at these. We will also highlight them during induction next year.
  2. We have introduced a new lecture in the giving an introduction to scientific writing and highlighting the templates available for different research designs.
  3. Smaller formative assessments will be introduced from the next academic year.

You said
  1. There was not enough background in the anatomy classes, we would have preferred to start from a more fundamental level.
  2. Exams together on same day was too much.
  3. Guest lectures were too broad to be examined upon, the focus was not clear.
  4. We would like further help with coding.
We did
  1. We added an anatomy session early in the year for students to familiarise themselves with the reference book and gain an appreciation of the key focus for the course, and the depth of understanding expected from them.
  2. We split the assessments over two days.
  3. We will upload Intended Learning Outcomes on Moodle before the session and students will be told how to prepare for a guest lecture session
  4. We organised further lab sessions to cover coding and have introduced this earlier into the timetable for next year.

You said
  1. We want to avoid peak fares in the morning getting to the Stanmore Campus.
  2. We would like access to the Student Centre before and after lectures.
We did
  1. We never set lectures before 10am to allow students to travel off peak.
  2. We now open up the student centre first thing each day so it is available for all students to utilise.

You said
  1. We would like more information at the beginning of the module about assignments.
  2. We want lecturers to speak more slowly and not use acronyms as English isn’t always our first language.
  3. We would like reading lists on Moodle in advance.
  4. You wanted more clinical visits.
We did
  1. We provided marking criteria, examples of descriptive vs critical writing and more information on learning outcomes of essays and earlier dissemination of information/case studies.
  2. We requested that all lecturers take this into account in future.
  3. We now add all reading lists on Moodle in advance of the lecture
  4. We increased number of clinical visits available and disseminated the options earlier.

You said
  1. We want a faster response to queries module queries (distance learners)
  2. You wanted more guidance on exam preparation.
  3. We want more OSCE practice sessions before the exams. 
We did
  1. We now respond to any queries with regard to the module within 48 hours
  2. All personal tutors will make contact with their DL students to offer specific guidance on exam preparation to those that want it.
  3. We have introduced practice sessions before and after the practical modules for campus based students and an extra residential day for OSCE practice for Distance Learning students.

How to make your voice heard at UCL

All undergraduate students can now access the Royal Free student hub.