Biomedical Teaching Organisation

You said, we listened

We responded to feedback from students to make changes, helping us to improve the student experience.

Course/programme

You said

Date said

We did

Date implemented

Academic Families workshops Students said they would like to suggest topics for future years. 2014/15

The most popular requests from students are now used to create the programme of workshops for Academic Families.

Read about our award-winning Academic Families programme

2015/16
All Programmes Students asked for more dedicated study/social space. 2014/15

We refurbished and opened up the Medical School Common Room to for use by Biomedical Sciences students.

Read our news about the Common Room refurbishment

2015/16

Undergraduates

       

Year 1

       
Medical Sciences 1 Students wanted more opportunity to gauge whether they had a good understanding of the lecture material prior to examination. 2013/14 More tutorial slots were made into ‘revision’ sessions where students would have the opportunity to discuss and answer questions related to the lectures. Peerwise was also introduced to facilitate learning of the lecture material. Semester 1 2014/15
Medical Sciences 1 Students felt the percentage awarded for an average peer mark was not enough to reflect the abilities of a group of high-achieving and engaged students. 2014/15 The peer marking scheme was reviewed and the percentage awarded increased. Semester 1 2015/16

Year 2

       
Anatomy and Pathology 2 Students said the course essay took too much time and wasn't helpful for their learning objective. 2014/15 The assessment format was changed to short notes. 2015/16
Anatomy and Pathology 2 Students asked for answers to practical class questions to be made available. 2014/15 Answers to practicals are now displayed at the end of every practical class. 2015/16
Cells to Organisms 2 Students asked for smaller tutorial groups to make sessions more inviting forums for students to engage with and feel more comfortable in speaking. 2014/15 More groups were created to reduce the student allocation in each group. 2015/16
Cells to Organisms 2 Students asked for more detailed feedback on the in-course problem. 2014/15 We asked markers to mark on Grademark to facilitate feedback delivery. 2015/16

Year 3

       
Biomedical Sciences 3 Students felt that the marking structure for the PeerWise component was too strict and competitive; only the students in the top quartile received the full marks. 2014/15 Now all students who attain the required criteria will obtain the full marks. 2015/16
Biomedical Sciences 3 Some students would have liked extra help with Excel and statistics. 2014/15 There are now optional sessions for Excel and statistics. 2015/16
Health, Illness and Society 3 Being split into different groups, students were concerned that different groups were covering different material. 2014/15 Discussion groups were set up on Learn where course tutors summarised material covered and main points of debates. Semester 1 2015/16
Neuroscience 3 Students felt that the practical needed to be updated and weren't finding it useful. 2014/15 A new practical has been introduced in 2015/16 based on student requests from the previous year. 2015/16

Year 4

       
Diagnostics and Therapeutics for Infectious Disease Students requested handouts of the lecture slides. 2014/15 Handouts are now provided. 2015/16
Developmental and Clinical Neurosciences Students felt that the lectures were too long as there were no breaks. 2014/15 There will now be breaks in between lectures where possible. 2015/16
Neuroscience (BSc) Students wanted more guidance on the Neuroscience Synoptic exam. 2014/15 The Synoptic debate in Semester 1 now includes guidance on the exam and on how to answer the question. 2015/16
Neuroscience (BSc) Students didn't like the journal clubs and weren't finding them useful. 2014/15 Journal clubs have been removed from the timetable and discussion boards added to Learn instead. 2015/16
Host-Pathogen Interactions in Infectious Disease (Infectious Diseases BSc) Some students felt that some lecturers were too research-focused and difficult to comprehend fully. 2014/15 Lecturers have been asked to allow time for questions and answers at the end of each lecture and also to provide introductory references in advance so that the students can prepare for each lecture with background reading. 2015/16
Reproductive Biology (Intercalating) Intercalating medics were finding it difficult to get to grips with the background information required for the programme. 2014/15 A learn page was set up with relevant study materials and the Programme Organiser held revision sessions over the summer via Collaborate. 2015/16

Postgraduate programmes

       
MSc by Research in Biomedical Sciences (Life Sciences) Students requested detailed advice about how to prepare a research project plan. 2014/15 A formative task on preparing a research project plan has been implemented 2015/16
MSc by Research in Biomedical Sciences (Life Sciences) Students requested more practice on presenting their research results. 2014/15 Presentations on Project 1 research have been implemented in addition to the Project 1 Poster & the Project 2 Presentations. 2015/16
MSc by Research in Integrative Neuroscience Students asked for Q & A sessions with the Programme Director in advance of assignments. 2013/14 Q & A feed forward sessions are now a standard part of the Programme. 2014/15

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