Students generally feel that their course lacks sufficient practical learning experiences, with too much emphasis on theoretical knowledge. Many students express frustration with the limited number of lectures and resources available, particularly in areas such as mental health. Assessments are also seen as overly reliant on written essays, leading to a desire for more variation in assessment types.
Some students feel their placements have been poorly organised, with inadequate support from tutors or practice educators. In some cases, students have reported feeling unprepared for placements due to insufficient teaching on specific topics or settings. Additionally, there are concerns about the rigidity of attendance policies and the impact this can have on student well-being.
Despite these issues, many students appreciate the supportive nature of their tutors and peers. The use of interactive tools during online lectures is also a positive aspect of the course. However, some students feel that the course does not adequately prepare them for professional practice, leading to doubt and uncertainty about their future careers.
Students also express concerns about the structure and organisation of their timetables, with some experiencing difficulties navigating between different locations for lectures. In addition, there are reports of variable teaching quality, with some lecturers being more effective than others in engaging students and delivering high-quality learning experiences.
Overall, while students value the support they receive from tutors and peers, they feel that their course could be improved through increased practical learning opportunities, more flexible assessment approaches, and better organisation of placements and timetables.
counselling, psychotherapy and occupational therapy
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