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Communication with trust and university  

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Communication with trust and university  

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ensure information sharing is consistent 

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ensure information sharing is consistent 

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More modelling in lectures - staff to help with role plays?

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More modelling in lectures - staff to help with role plays?

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standardising items eg confidentiality possibly in a handbook as sometimes mined messages from supervisors

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with condensed nature of the course the layout of assignments was not helpful for students

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Communication between the service and the uni- particularly advanced notice about struggling students

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Communication between the service and the uni- particularly advanced notice about struggling students

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Excellent resources easily accessible through studynet and library

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not enough communication between placement/work place and university when students are not attending/engaging or if students are struggling

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Stronger relationship- respond to our emails, know who we can contact. Regular feedback, plan of support for students

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Stronger relationship- respond to our emails, know who we can contact. Regular feedback, plan of support for students

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Marked formative CTS-R, as students find it hard to know if their self-marking is accurate before the first marked CTS-R being summative

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Marked formative CTS-R, as students find it hard to know if their self-marking is accurate before the first marked CTS-R being summative

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feedback from trainees around compassionate supportive staff, supportive/safe supervision spaces

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clearer expectations about trainee's responsibility early on re completing assignments on time. role of independent study

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Formal meetings between placement/Trust supervisors and University staff to discuss Trainee progress.

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Using simulation hub to enhance learning - people skills, thinking on your feet, responses to tricky situations

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Amazingly supportive and compassionate staff! Very dynamic and engaging taught sessions.

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Amazingly supportive and compassionate staff! Very dynamic and engaging taught sessions.

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Encourage completion of KSA prior to January or even September / October(Surrey University make completion a requirement for acceptance onto the course) to reduce workload for those who struggle with deadlines during studies.

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Encourage completion of KSA prior to January or even September / October(Surrey University make completion a requirement for acceptance onto the course) to reduce workload for those who struggle with deadlines during studies.

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To plan and schedule any group drop-ins/ additional Q&A's in advance, or share about them more and encourage people to book and use extra 1:1 academic support and supervisions in advance. This was done well, but the usefulness of these sessions could be emphasised more.

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To plan and schedule any group drop-ins/ additional Q&A's in advance, or share about them more and encourage people to book and use extra 1:1 academic support and supervisions in advance. This was done well, but the usefulness of these sessions could be emphasised more.

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The resources provided from guides created by the tutors, slides, recommended reading, client materials and essay examples are extremely informative and helpful.

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The resources provided from guides created by the tutors, slides, recommended reading, client materials and essay examples are extremely informative and helpful.

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Module leaders are very responsive when contacted

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Module leaders are very responsive when contacted

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Feeling supported when needed in good amount of time.  Current student

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Feeling supported when needed in good amount of time.  Current student

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Real positive for me in so many ways. I would not be able to do this course without online.

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I felt I needed more support/direction/direct links to set up placement. Working for free makes no sense in many ways in the current climate and has had a huge impact on my overall life. I felt that the list from uni was not reflective of what was real and that actually getting a placement should not have been that difficult and many people who might want to do this course would be unable to progress their career, despite a huge need for therapists if they are not supported to get paid placements. Current student

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I would value a regular space with a tutor to check in on how the course is impacting on me as a person and not just client focussed supervision/discussion. Current student.

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Really please with the support from staff . I couldn’t have made it this far if it wasn’t for the support I received

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More practicising skills. Current student

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I've had very similar feedback each assignment and different grades with not much detail about what I'm supposed to do differently. I can't make change without knowing what to change and haven't been given this to improve. Current student.

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The course covers a variety of models (e.g. Ehlers / Clark and Heimberg for SAD) which I think is a huge bonus for our learning. I've heard from colleagues who have trained elsewhere that certain models are 'preferred' and encouraged rather than being led by what's best for the patient

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So helpful for listening back / revising information

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The resources uploaded by staff are so helpful and greatly enhance my practice

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The staff are obviously passionate about CBT and very skilled / knowledgeable. This comes across in their teaching and it's a privilege to learn from them

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I think this is helpful in getting to learn from a variety of people who may have different teaching styles / different knowledge to offer

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Manage expectations of trainee's caseload

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Manage expectations of trainee's caseload

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I would be grateful if trainees are given the message that they are expected to see non-training cases, alongside the training cases. I find that some THITs believe their caseload needs to be of training cases only

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Lecturers and Supervisors are approachable and calm which is helpful.

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Placements could be organised for students so it isn't another thing to stress about.

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Very good supervision group which has helped improve learning and self reflection significantly

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Very good supervision group which has helped improve learning and self reflection significantly

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Whilst I have enjoyed the flexibility of online learning in the first year, I know that I would benefit more from learning and meeting my peers in person some more.

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Staff training for lecturers as they sometimes don't know how to fix IT issues in real time. Also, black boxes keep appearing on the screen which get in the way of seeing content - asked about in lecture but seemed to be no fix

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Some of the lecturers I have struggled to maintain engagement with the content online - I am not sure if this is due to the first term being near fully online or that lectures could have support in how to deliver content online compared to in person

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I find it is hard for practicing skills when trying to "act" as someone else via a scenario. Doing activities where you are asked to consider sharing your own experiences or thinking about yourself seem to work better (for me anyway)

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More roleplay videos to watch in session and less time to practice as I find I learn better this way

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More detail when explaining some of the treatment techniques as some people are coming from backgrounds where they are not at all familiar

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A formative tape submission where we receive feedback so that we know how to meet the criteria for actual submissions

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Very supportive supervisors who are always willing to share resources

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Lecturers and group supervisors are very supportive and engaging. Special thanks to Matt, Muge & Jill for all their support and teaching. I would recommend this course to future students.

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Lecturers and group supervisors are very supportive and engaging. Special thanks to Matt, Muge & Jill for all their support and teaching. I would recommend this course to future students.