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Some ideas for improving lectures to assist students:
— Captions on presentations - although transcripts are helpful when the lecturer’s speech is hard to comprehend, it can be very time-consuming to go back and forth between the 2 items.
— Standardization of presentations - there seems to be a wide a range in terms of quality of the lectures between different modules, as well as within the same topic. It can be difficult to adjust to the speech and way of teaching of one lecturer, only to have to readjust quickly to another vastly different lecturer for the next topic. The presentations also vary greatly in terms of how much relevant text or how many useful visual aids there are on screen. While understandably the presentations from different lecturers cannot be identical, it would make sense of have some standard of quality across the program.
— Audio quality - if closed captioning cannot be provided, perhaps the lecturers can provide a better audio clip or provide better enunciation since we cannot have the visual aid of their faces during the lectures. Otherwise it is very difficult to utilize the audio provided to facilitate learning.
Thanks!

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No clarity as to what this MSc will prepare us for. Like what is the end goal? Producing students that can do exactly what besides read scientific literature and write essays? Programmes should be built with the end objective in mind. Seems a lot of money for something where the value of having this particular MSc is ambiguous.

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Why are so many relevant historical figures hidden? Racism? Politics? Why are they always non-English historical figures. Quite crazy, and it doesn't make any scientific sense

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This feels heavy volume  and I cant be the only one who needs more than 21-25 hours ???

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Can an anonymised spread of results in both the essay and mcq be published for each cadre going though the module. This might allow people to take heart that they were above the mean or alternatively alert them that they need to buck up. We'r  in a performance vacuum.

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Not directly this course but I had a no show from the tutor for my first session . It took courage to book it. I booked it because I lack confidence in essaywriting and felt even more demotivated afterwards. We book these because we are struggling- not for fun. Can wemake sure there is a way via teams tocontact the tutor- only their first name is given and my 'where are you ' messages went to a central point so I got no explanation for being stood up. I know these things happen sometimes when people are sick or away but it was just the lack of any message at all that made me feel so isolated....remote  learning is a tough gig!  thanks

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Prospects after MSc
Financial commitment of the MSc is significant yet there are few (non-academic) prospects afterwards. The lack of specific translation into careers is disheartening as we learn no vocational or practical skills during the MSc.

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Where one TF might give a 70-75 another could give 50-55 for the same. It is painful to read about only the things that were missing instead of looking at the quality and relevance of what IS written. Even more frustrating are comments that say “should have included” for the essay to already have covered the very thing that was supposedly missing. I have never felt so frustrated with the marking of assessments with no indication of whether you mark on a curve or generally a lack of transparency regarding the marking protocol. I can’t believe you can even fail good essays because they did not meet the “expectations” of the TF. More objectivity is needed, especially at this post graduate level.

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Could we please have MCQs that are clearer, clises book exam conditions and questions that only have ONE correct answer? Psychological modules MCQs arw much too vague. And we don't even have feedback on what questions were wrong. Why wrong questions aren't marked in red? 

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Could we please have MCQs that are clearer, clises book exam conditions and questions that only have ONE correct answer? Psychological modules MCQs arw much too vague. And we don't even have feedback on what questions were wrong. Why wrong questions aren't marked in red? 

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Why arw we paying so much for online program and then get keats crashing all the time whilst listening to lectures! Prices have gone up during the pandemic, but restrictions on deadlines increased to the point where some of had to skip modus after module. As if paying in two instalments would have caused financial harm to the institution. Now, pay more ans having less means sorting analog records of lectures for those of us who to revise on the go. And also, studies presented ate often 5 to 10 years old, biased in favour of pharmaceutical intervention without even taking into consideration alternatives that could help other portions ofthe population. Not only that, minorities are consistently dismissed by pretty much all studies presented coming from Caucasians groups of doctors. What's the message here? Being in any minority group mean persistent exclusion? Kcl racist and classist students rants are also emerging quite consistently, and while we keep receiving emails about diversity, the vastmajority of Professors are Caucasians of English - or Polish- descent.

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I've read frustrated comments above people from the working class feeling pushed away. But times have been hard on anyone, being 22 and having a family paying for our education does not mean we wouldn't have an easier time if we could have paid each module in two instalments. Many of us have brothers, that means two Universities fees. Being young doesn't mean we don't see how much even middle or upper class parents have to do to keep their kids in university. We may be in a better place but Covid has affected many people from all classes.

We also agree with who wrote about the constant request for our payments, and yet being provided with lectures sometimes out of date, or incomplete, because some concepts and theories are skipped altogether. And, why shouldn't we have a stable system? Many of us are auditory learners, so we're going back to have to record on analog platforms because the website keeps crashing and logging us out?
Quite unfortunate that democracy doesn't work this way. We're bombed with messages about paying, paying, paying, and academic integrity. Well m, shouldn't this be a double way road?

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Can we please write essays that are similar to REAL research papers? Can we please write essays of 3000 words? Seriously, 1500 words?? A high school student would do that without issues

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Can we please write essays that are PROFESSIONAL and more similar to REAL research papers? 1500 words, seriously?

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I find the marking inconsistent and comments vague. Often there are comments that would say "you should include...". Which isn't possible due to the word limitation. It would be helpful for the marker to highlight what the marker would have gotten rid of, in order to include what they wanted to see. In the research modules I have been told not to cite in certain sections as it would eat away at my word count and have been criticised later for it. The research modules marking comes across as deliberately docking marks.

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How often are these reviewed and updated?

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Anyone groups on Signal? I know most people are on WhatsApp but thought I ask. Maybe if there are enough people we could start a Signal group

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I believe the MCQ should have a higher weighting (perhaps 40%) as doing well on the exam demonstrates an understanding of the full module content which I believe should be recognised and rewarded more highly. Shouldn't the aim of the course be to increase our knowledge of the full content in each module, not just to write a good essay? Some people only skim the lectures as they know they can fail the MCQ and still pass the module overall, which isn't going to lead to increased knowledge of the content except the parts relevant to their chosen essay.

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New assessment format

Would be great to have a webinar about the ‘new’ exam  format.

Think this was described as course work, yet the vagaries of the questions seem to drive a focus into topics which are the not the main focus of the modules. Is this the intent?

The impact can be spending a lot of time focusing on a small topic area, which is linked but not the core focus of the module.

And the feedback from some TFs makes me wonder whether given this the TFs have the knowledge to mark the essays.

This also creates a rush at the end of the module to then cover everything in the module for the MCQ.

Additionally, it’s not clear the level of collaboration that is recommended, with some TFs suggesting questions can be discussed etc.

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Effective Learning

Lectures indicate people learn effectively if work is broken down and there is the opportunity to practice retrieval of information. Could more opportunities be provided to self test learning (ie not through examination) throughout the module?

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We seem to be asked for feedback fairly regularly from KCL but receive little back in response. Please could they share overall results if they ask for feedback and thoughts on if / how they plan to address concerns shared.

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While I understand the decision to discontinue the 4-5 days for the SAQs I don't understand the decision to change the percentage of the MCQ to a mere 20% of the grade. Basically somebody can pass the course without having to study because the essay carries so much weight. And for those of us that do study: studying for the MCQ requires detailed rehearsal of the materials and thus takes a lot of time and effort. Both of which are not anymore in any relation to the value the MCQ has. Could we go back to a more balanced grading? Both MCQs used to be 40% if I remember correctly.

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Please could we be able to speed up/slow down the lectures?

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Please have a clear policy on what action will be taken if there is a mistake in an MCQ, either in the question or in the option that is the correct answer. Students should not have to negotiate mistakes or be expected to guess whether they are intentional or not.

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The international diversity of lecturers and students is a very positive element but in a few cases the accents or delivery mean I can't understand. My first language is English, and I guess this would be far worse for students whose first language is not English, who would never complain as they have had to prove their level before joining the course. In these cases the transcripts are very important,  but they are not always correct, sometimes meaningless or giving a different meaning to what was said. How are foreign students supposed to deal with this?

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There is much frustration about feedback on coursework essays which clearly shows that the TF who marked the essay did not understand a sentence. The frustration is compounded when this is either denied or fobbed off as not relevant. It is also frustrating being told one should or could have said something which one very clearly did say, compounded because there is no acknowledgement and again a dismissive response.

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I know this module was chunky, but some of the readings were so long that I couldn’t manage them. I’m all for working hard, but if possible could we make sure that we consider the core reading as part of the weeks lectures - ie if we have 6+ hours of lectures is it realistic to add three 50+ page core readings? Presumably we want people to actually read them, so it would be great if it were more achievable or specific areas highlighted for review

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I would love to see a module on third wave CBT and gut-brain axis. Any opportunity to consider additional trainings or a dedicated module - found it so interesting!

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More of the clinical Victoria Pile lectures please!! 

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More of the clinical Victoria Pile lectures please!! 

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I absolutely loved the week three consolidated learning topics. Real case studies of clinical settings and disorders. I thought Dr pile was engaging and the topic was so interesting! I would love to the consolidated modules to be more like this, rather than just more lectures .... this was a space where I can really see how to take the theory into practice. Loved it! Thanks you Dr Pile!

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Include content on the gut-brain axis / enteric nervous system

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Include content on the gut-brain axis / enteric nervous system

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Neuroscience isn't just about the brain - it's abut the entire nervous system. Psychiatry / neuroscience research is increasingly looking at how our enteric nervous system / gut's health (diverse microbiota) influences emotional and cognitive well-being. It would be great if the enteric nervous system / gut-brain axis was integrated in Biological Foundations of Mental Health.

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make webinars more pedagogical / audience-friendly!

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make webinars more pedagogical / audience-friendly!

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A lot of webinars are currently a mere reading out of presenter's notes / summing up of studies. For example, Anne Fett's powerpoints in Psychosis are sometimes very text-heavy, with the voice-over merely reading word for word what's on the slide. This makes it difficult for our brains to stay alert/engaged. An improved way to teach the material would ideally be:
- more interactive / reflective (asking us questions during the webinar) - having us respond in non-graded quizzes / feedback forms?
- encourage more critical thinking DURING the webinar, e.g. by presenting competing theories on a particular issue, and asking us to compare and contrast in the discussion board.
- slides that are less text-heavy, and more supportive (like in TED talks).
- possibly show a video feed of the lecturer talking - as is done in MOOCs. Seeing a talking face in and of itself will make it easier for the brain to be engaged.

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This is a safe space to share any comments / complaints about the course. It is anonymous and easier to speak freely. The aim of this is to improve your student experience at KCL.

*Please do not use any profanity on your posts as they will be filtered and I may not be able to read them.
*You can always use the WhatsApp group to DM me, this is here for those who wish to stay anonymous.

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PPT slides aren’t very effective for online learning. I’m surprised King’s, which is supposed to be a good school, ESPECIALLY in psychology, hasn’t updated their online learning strategy to something more learning-friendly. In TIN, the videos in the lab were useful, but a lecturer talking over PPT slides is basically useless for instruction. Have they not considered information retention in presenting the course? Even Khan Academy, which is free, uses SmoothDraw so that there is some hope for the information to be digested by the students’ brains! I find the teaching strategy for a neuroscience course that uses power point slides akin to taking an architecture course in a dilapidated shack. It’s really incongruent.