The UCL Medical School Curriculum Map: A Staff-Student Collaboration

Daniel Ntuiabane, Faye Gishen (UCL Medical School) Asynchronous Submission Whole programme curriculum maps are uncommon in undergraduate medicine, partly due to the theoretical complexity of defining ‘curriculum’. We co-created a novel electronic resource with students: the ‘MBBS Curriculum Map’ (CM), informed by a pan-student survey and student focus groups. 93% of students completing the quantitativeContinue reading The UCL Medical School Curriculum Map: A Staff-Student Collaboration

Visiting buildings virtually – Replacing fieldtrips with YouTube

Kerstin Sailer (The Bartlett School of Architecture) Asynchronous Submission Replacing first-hand experiences made through fieldtrips with an equivalent remote activity is a tremendous challenge. Normally, I take my postgraduate students at the Bartlett School of Architecture into a different building every week, where we observe and discuss spatial layouts, design choices and how they impactContinue reading Visiting buildings virtually – Replacing fieldtrips with YouTube

From student feedback to marksheet renewal: making the grade in the time of Covid-19

Jennifer L Agustus, Adam Liston, Tim Young (contributions from Fiona Kinsella, Benadett Kalmar; Saiful Islam; Suman Gill; Amit Batla; Salam Haider; Caroline Selai; UCL Queen Square Institute of Neurology) Asynchronous Submission In 2019/20, IoN students used anonymised Unitu feedback to highlight inadequacies in the specificity of marksheets, transparency of marking, and clarity of feedback. AContinue reading From student feedback to marksheet renewal: making the grade in the time of Covid-19

‘It’s kind of grow inside of me’: a structured approach for student peer support

Alexandra Wilson (contributions from Ann Parker and Carolyn Bruce) (UCL Division of Psychology and Language Sciences) Asynchronous Submission (You can reach Alex Wilson via twitter; this talk was originally submitted for the 2020 conference, which was cancelled). The project we describe was conducted prior to the pandemic, and the intervention used has now been successfullyContinue reading ‘It’s kind of grow inside of me’: a structured approach for student peer support

Applying a TBL model on Journal club sessions

Eleni Makrinou (Structural and Molecular Biology, contributions from Janice Kiugu, Amanda Cain) Asynchronous Submission Team-based learning is an active learning approach, that allows students to apply conceptual knowledge through a sequence of activities that involve both individual learning, as well as through teamwork, with immediate feedback. We have used the TBL model to run aContinue reading Applying a TBL model on Journal club sessions

From lab to long-distance – online practical simulation during the pandemic

Renée Vancraenenbroeck (contributions from Suzanne Ruddy, Amanda Cain; Department of Structural and Molecular Biology) Asynchronous Submission When face-to-face teaching was suspended in March 2020, an alternative for the extended laboratory practical that is core to the year 1 UCL Biochemistry post exam key skills module was urgently sought. An alternative was found using a freeContinue reading From lab to long-distance – online practical simulation during the pandemic