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Student representation: the experiences of the School of Pharmacy

Student representation: the experiences of the School of Pharmacy. Dr. Louise Hughes Convenor of PHRMY Staff Student Panel. Background to PHRMY. One UG Masters degree ( MPharm ) and a number of PG taught courses MPharm is a 4-year degree Approx 120 students / year Common content:

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Student representation: the experiences of the School of Pharmacy

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  1. Student representation: the experiences of the School of Pharmacy Dr. Louise Hughes Convenor of PHRMY Staff Student Panel

  2. Background to PHRMY • One UG Masters degree (MPharm) and a number of PG taught courses • MPharm is a 4-year degree • Approx 120 students / year • Common content: • All students study same modules in years 1-3 and 70/120 credits in year 4 • In 4th yr students specialise in 1 of 4 research disciplines for their project • I.e. relatively straightforward!

  3. Student representation • Two student groups within the UG course: • Welsh Pharmacy Students’ Association (WPSA) • Social activities, including sports • Big brother / big sister scheme • Staff Student Panel • Since 2003 in current format

  4. What does SSP do? • Discusses and addresses any issues raised by students or staff about any aspect of the course or department • Panel meets 3 times a year (Nov / Feb / June) • Provides feedback on module review documentation annually • Provides student input at UG BoS • Student reps lead feedback from SSP meetings and are invited and encouraged to contribute to all discussions at BoS meetings

  5. Who is on SSP? NB Student officers elected from among Student reps at Feb (secretary) or June (chairperson) meetings

  6. How are reps selected? Student reps Staff reps NB Convenor appointed by School

  7. How do people contact the Panel? There are a number of different options: • Student or staff representative • Online drop-box (LC) • SSP email account • Physical drop-boxes outside the lecture theatres in Redwood

  8. Student input into the UG course

  9. What issues are raised? • Academic vs. non-academic • Request for feedback on assessment vs. availability of recycling bins • Minor vs. major • Lecturer A doesn’t give us time to make notes vs. missing material due to staff absence • Negative vs. positive • Some positives too! E.g. request to feedback to module leader on how beneficial students found particular session

  10. How are issues dealt with? • SOP drawn up by panel outlining responsibilities of officers and reps • Reps address minor / urgent concerns themselves in accordance with SOP / after discussion with officers • Major / urgent concerns dealt with by officers in accordance with SOP • Other items discussed by Panel at meeting and appropriate actions taken

  11. Some examples • 2006/7 First year students struggling with exam technique vs. A-levels • Discussed and decided that SSP reps should give an informal talk to 1st yrs prior to autumn exam period • Feedback was positive and this has become an annual fixture

  12. Some examples • 2006/7/8 Mixing of practical groups suggested for all years • 2006 – 2nd year practical groups had to be reassigned. Students suggested this was beneficial in terms of meeting and working with new people (skill for future work) and should happen in all years. • Discussed at SSP and comments forwarded to School who instigated an email survey of all students. Overwhelming support for suggestion meant it was implemented in 2007/8. • “The school makes an effort to ensure that students have the opportunity to interact with all others in the year via a strong emphasis on group work and rotation of practical groups”. NSS 2011

  13. Some examples • 2008/09 Teaching of Endnote better earlier in course • Final year EndNote teaching viewed as beneficial but would be better earlier in the course. • Discussions with relevant module leaders and referral to BoS enabled it to be moved to MPharm 3

  14. Student input into the UG course

  15. Feedback on module reviews

  16. Student input into the UG course

  17. There are always areas that require improvement but student opinions via feedback forms or SSP are always considered. NSS 2009 Most of the time, feedback from students has been considered and acted upon. NSS 2009 Our experience • Positive! • Student led: Reps take responsibility, with students from higher years guiding and advising newer colleagues • SSP allows issues to be identified and addressed which might otherwise go unnoticed • Many of these issues improve both student experience and staff experience

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