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ME3019 ME3019 Reproduction, (2026 - 2027)

Schedule Comments Summary (optional)

Were any live lectures particularly helpful? Tell us why

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I found the live lecture on FGM really useful as we were able to ask questions I also found the physiological labour Q&A session useful
-Overall the lectures were succint and focused on the core concepts -Having Lectures back-back worked well
Breast cancer lecture was good as was interactive but not overly so. Lecture which included the lie of the baby and had students at the front of the class demonstrating positions was also good.
most of the lectures were very well presented. The IVF fertility lecture was particuarlly interesting and very thought provoking. Many of the lecturers were cleary passionate about their field. I however wish some of the lecturers had taken some time to update their slides. It would have been helpful to have spent some time discussing the name change of PCOS to PMOS which was mostly brushed over, whilst treatment and diagnosis may not have changed, an appreciation surrounding the naming would be helpful for understanding of the patients perspective
The case studies
N/A
Andrae woolner鈥檚 lectures were very well explained and felt like we were being TAUGHT instead of someone reading FGM was excellent
I thought all of Dr Woolner's lectures were super helpful, really well laid out and everything was explained so simply and clearly.
N/a
The pregnancy lectures
The live lectures were very good, I enjoyed them - especially the cased based learning ones
Andrea Wolnear Lectures were particularly helpful and engaging, i learned so much from these!
Good
- Complications of labour - very clear explanations of clinical aspects with visual demonstrations of content being taught
Fertility lectures. The lecture slides are detailed with many images for further understanding.
live explanations are useful
I just think all of the live lectures were all quite helpful and informative. I especially liked the case-based learning lectures.
no
I thought the ethics lectures and female genital mutilation lectures were well taught, and it was good to experience sensitive subjects.
Yes - online lectures are not engaging at all.
It's a shame she's leaving because Dr Andrea Woolner's lectures were so so good!
The FGM one was really good, they answered a lot of questions that people had.
FGM.
I really liked complications of pregnancy 2- the lecture was delivered nicely without an overload of the topics it covered. Taught us what we needed to know and kept it concise.
Yes, breast disease lecture was really good! I found the lecturer really good at teaching as she used real- life examples, was super energetic and interactive during the session.
Breast lecture was useful
The live breast cancer lecture was very helpful and well structured as well as the normal physiological changes in pregnancy lecture.
The midwives lecture was very eye opening and the midwife herself was lovely Overall week 1 of physiology teaching was delivered really well
They were helpful - easy to understand
Thoroughly enjoyed all live lectures I was able to attend, wish all the anatomy ones were recorded and posted
All of Andrea Woolner's lectures were very easy to follow and good for learning in terms of exams AND practice
I also found some of the lectures throughout the block particularly difficult. As someone living with a gynaecological condition, I found it challenging to sit through material that, based on my own experiences and understanding, appeared in places to be inaccurate or outdated. Hearing this content presented in a teaching environment was difficult from both a medical student's and a patient's perspective. I appreciate that teaching must simplify complex topics to some extent, but there is a difference between simplifying a concept for educational purposes and presenting information that does not adequately reflect current understanding or the realities of patients' experiences. This was particularly disappointing in a specialty where patients' experiences of pain, their individual circumstances and the way they are approached by healthcare professionals can have such a profound impact on their care. I would encourage a review of the lecture content to ensure that it is evidence-based, up to date and reflective of contemporary clinical practice, as well as the diversity of experiences encountered by patients. I know how much gynae patients have to be fight to be heard and validated and it feels disheartening to sit through teaching that, in places, feels outdated or insufficiently reflective of those realities. The quality of the lectures also varied considerably across the block. Some were effective at explaining concepts and developing understanding, whereas others were considerably less helpful. As a result, attending lectures became a matter of carefully weighing up whether the educational value of spending several hours in teaching justified the opportunity cost of that time, particularly when there were numerous other academic commitments and learning tasks to complete.
All the lectures from repro were amazing, best teaching block so far. Lecturers included all or most of the learning objectives and for someone who can't watch 1hr recording I really appreciated the 10- 20 mi broken down lectures.
the interaction during the live lectures were helpful
The ones which had sba style questions to engage us with during/end of lecture
I found the lecture that went into detail about STIs and HIV useful as the effect of different diseases over time was discussed in a very informative manner.
Enjoyed the teaching and the case studies - would have liked more.
Parking is bad
Yes engaging
I enjoyed the violence against women and child protection lectures. They were engaging
I felt that the Breastfeeding online lecture from Gilian Swinscoe was really well presented and beneficial to my learning. I found it very engaging as it involved explanations, examples, cases, and ample time to ask questions (which many people did).
I liked case based lectures as these helped contextualise the conditions we were learning about
When lecturers came to speak they showed passion and dedication which was really motivational. The lectures were of a high standard. The content was accessible. The in person case based learning was an incredible adjunct to our teaching and very engaging. The panel on domestic abuse (especially the psych and key worker) was BRILLIANT.
I enjoyed the ethics ones a lot and thought they were valuable. Particularly the one about surrogacy, the panel lecture regarding domestic violence, and the lecture on abortion. I really appreciated having these specific lectures live, as I thought the material would not have been as effectively delivered nor as impactful had it been presented through a screen. The midwife perspective was nice and I enjoyed her anecdotes, but I felt the Q&A session was a bit lacking in content and would have appreciated, just, more stuff somehow.

Were any live lectures irrelevant/below expected standard? Tell us why

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there were a few repeated lectures, for example fertility and infertility
The flow and planning of the block felt much to be desired. It is understandable when lectures are given out of order to suit clinical need. However, when the vast majority were recorded some better planning would have been very helpful
The session with a midwife. Whilst a q&a was insightful with a midwife, people were turning up for what they thought was a lecture so didn't come prepared with questions.
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There were lots of repetition it would have been better to have one complication of labour lecture rather than one that covered the main ones and 3-4 other ones with other complications
I thought the session with the midwives could be worked on - I think the midwives coming to give their time is amazing and I really appreciated it, however I think it would've been more beneficial if the midwives could've taught the Physiological Labour materials that we were given to do online, instead of/in addition to the Q&A.
Some of then were quite repetitive and the breast lectures were a bit different to what we normally have
Some 鈥渞ecorded鈥� lectures didn鈥檛 have an actual recording or were in a format difficult to take notes on e.g. PDF
Some lectures were repeated when we were already given a recording of the lecture to watch and it felt a bit pointless, also the lecture with the midwife I believe everyone went in expecting a lecture to be delivered but s#the midwife delivering the lecture was expecting a Q&A, it was still helpful but being labelled as a Q&A would have been more helpful to prep questions to ask beforehand.
No
N/A
Personally I found the details in the anatomy lecture slides to be insufficient.
the lectures that were provided online and in person on fertility/subfertility did not need to be given twice. also please note: as someone who attends all lectures, I do not believe they should be mandatory
n/a
yes
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I think all the live ones were helpful
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I thought a lot of lectures that were live didn't have any resources to go along with them e.g. Ppts so it felt useless sitting in it unable to take good notes
i feel nobody was aware that we had to have prepared questions for the midwife lecture- not many people knew it was a Q & A. I would have preferred like a prepared slide or talk about a "midwife's day in a life" so we could actually see what they do. Even some images of equipment they use and some cases would be lovely to see in future.
No
Most of the live lectures were okay, however a few live lectures were repeated from the ones we were told to watch as pre-recording in the weeks prior which meant they had lower attendance. The lecture on PMOS was outdated. Still referring to data from over 10 years ago and referring to the disease as PCOS. The lecture slides also were very heavy on abbreviated medical terms without explanation as we had not learned what they were for. Per
No
No all of them were okay
There were some crossovers with the pre-recorded work we did in the first week and the fertility and infertility lectures.
I found the teaching on menstrual disorders and gynaecological conditions hard. These topics seemed 'breezed over,' despite the significant impact they can have on all patients' daily lives, functioning and quality of life. As someone living with a gynaecological condition, it was incredibly painful and frustrating to sit through teaching in which important details appeared to be inaccurate, outdated or insufficiently explored, particularly when I know first-hand the personal cost of living with these conditions every single day. I am particularly concerned that, if these topics are not taught with sufficient depth and accuracy, we risk sending future doctors into clinical practice without an adequate understanding of conditions that affect a substantial number of patients. Given how hard many gynaecological patients already have to fight to be heard, believed and validated, the curriculum should be doing more to address these shortcomings, rather than inadvertently reinforcing them.
No
none
None that I can think of.
no - would have liked more live lectures actually.
No
can't quite remember which lectures it was but some of the physiology lectures repeated the same information on the menstrual cycle which was already covered.
Not that I an aware of
Almost all the lectures were below what I expected as a standard. The midwife lecture was particularly awful. Do not run "interactive" sessions in Polwarth.
lots of content overlap in the physiology lectures
A significant number of lectures repeated content that we had already been instructed to cover online through My MBChB. For example, physiology, genetics and labour complications in a global setting were covered both online and in person. Given the already substantial volume of online learning, this duplication was deeply frustrating and felt like an inefficient use of both student and teaching time. There appeared to be insufficient communication and coordination between lecturers regarding what had already been taught and what still needed to be covered. Consequently, some topics were explored in great detail, while others were inadequately addressed, leaving us reliant on CBL materials from six years ago that contained incorrect information. There was no dedicated lecture on PMOS, and several lecturers referred to it as PCOS on their slides, while almost all the online resources also used PCOS. This created unnecessary confusion and is an important area I would like to understand.
I did not think it was sensible to expect students to attend a single or 2 lectures in a day, totalling under 1 hour 40 minutes of time, meaning that the about 2 hours required while getting to the bus, on the 9U, waiting for the 15 minutes for class to start, waiting 15 minutes for the 9U,on the 9U,and then getting back home, while living near old campus and not even far like the Shire, was a good or conscientious choice. The school should be well aware that the timing of the 9u means an inevitable gap that is neither long enough to study in nor long enough to do much else but idle about in and wait. So, every lecture day that required me to dedicate more time to commuting for a non-interactive non-sensitive lecture than learning was below standard. Not everyone can afford to raise a car.

Were any recorded lectures particularly helpful? Tell us why

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I found the gynaecological cancer lectures very useful, I enjoyed that they each followed a clinical case
The (Ovarian, Endometerial, Cervical, Vaginal) Cancer lectures were beneficial to my learning
The whole my mbchb system this block was extremely disorganised. The same lectures were posted on multiple weeks, the instructions in the description box was old and not updated. Lectures were recorded, then given live weeks later. Most were very old recordings, with old slides which failed to capture interest or engagment. The huge volume of self learning - recorded lectures was a disappointment this block. When given in person lectures were engaging and very informative. Recorded lectures however, especially when it is clear they are old, and outdated are very infurating. We all pay large sums in tuition fees, and put in a huge amount of effort to get the most out of this degree, the least we expect is a similar level of commitment from the teaching reasorces. This commitment to our learning isn't felt when all we are given is outdated, recorded lectures that arent even organised and clearly labelled on mymbchb
N/A
I liked the short ones as they included only relevant information
The physiology ones
The short series concentrating on one type of condition. Easy to retain and revisit.
Yes
Oncology lectures - excellent illustration of concepts through detailed explanation and use of cases
Reproductive physiology. Slides were very easy to understand.
the ones purposely made online
n/a
Yes - the physiology lectures were great.
Repro physiology lectures - very thorough and broken down into parts.
Found the short focused videos very helpful (e.g the intrapartum recordings) as they really emphasised key things to know about those topics covered
I liked the intrapartum recorded material- very informative and was a lovely tie in. I would like this at the beginning of the block rather than then end as some of the lectures especially in complications of pregnancy certain presentations was mentioned like umbilical cord prolapse and Shoulder dystocia where I felt this wasn't explained until the end. Loved the short snappy videos very good otherwise!!
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could rewind and make notes
I personally do not find pre-recorded lectures as useful as in person lectures.
N/A
Yes
Physiology ones were good as they were clear, consise and to the point.
Really appreciated lectures being less than 1hr long and broken into bite size sessions only lasting 10-20 mins instead of long recordings.
the physiology lectures quite helpful
Yes engaging
Engaging
The medications in pregnancy lecture by Natalie Cameron was very informative and clearly presented. Within the lecture, many helpful resources for now and the future were also highlighted.
Prolapse lectures were great.
I appreciated that I was able to spend more time studying than commuting.

Were any recorded lectures irrelevant/below expected standard? Tell us why

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I thought all of the recorded lectures were very useful
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I think some of the gynae oncology videos could've been condensed a bit more. I found the Pathology aspects quite difficult, confusing and didn't take much away from them. I think it could've been simplified a lot more.
There was a lot of random like YouTube videos or e-learning modules so the course kind of felt all over the place. For the videos with no PowerPoints i had to sit and transcribe the entire video into a word document.
Content often overlapped
None specifically but overall many lectures overlapped with things which made it a bit confusing and some lectures would mention something just to say 鈥業 won鈥檛 go into detail because it will come up later鈥� which just added a bit of confusion since it felt a bit disorderly. I also felt that the order of the lectures was a bit confusing.
Please fix resources next time weekly summary showing next weeks work and repository has lots of out of date material
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recorded lectures are less helpful but a good alternative to missing a live lecture due to placement etc
n/a
sometimes they were a bit disorganised - there would be recorded lectures and then live lectures showing the same thing; it just seemed as though we had to complete both
I was confused about the breast lectures 1-4. It wasn't made clear that the first three were before the live breast disease lecture and there was no recordings available for 2&3 which was slightly unhelpful.
The volume of recorded lectures was way too much.
many recoreded lectures where put on the wrong weeks. at one point fertility reorced lectures where put for that week to be done, then had that exact lecture a week later
Many lectures had old powerpoints from years ago that have not been updated. I also think the two Youtube videos we were given on two important topics were not useful.
I generally prefer in-person lectures but for recorded lectures they were good :)
One lecture was not properly recorded.
again a lot of lectures, some weren't even lectures they were youtube videos and not tailored to medical students, had no resources to go along with them so none of the information I cant go back and review because there are no notes
STIs was a bit confusing to navigate. I think uploading the podcasts and CBL onto MyMBChB homepage instead of hidden in the year 3 resources would be beneficial. For example the conditions we have learned each week you could upload the relevant content so it ties and summerises the week!
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A large majority of the pre-recorded lectures were from 2020. This meant the information was completely out of date for a large amount of the teaching because things like PMOS and cervical screening have had changes. I find it lazy to make us watch out-of-date lectures as this impedes our ability to confidently go into clinical placements with accurate knowledge. The pre-records of the breast lectures did not have an associated video. One did have audio attached and the other was just a pdf of a PowerPoint that we are meant to be interpreting ourselves without any context. These lectures were also over 5 years old. The mini lectures provided were often useful, but no lecture slides were given, and I don't understand how they could not have been incorporated into live lectures so we could ask questions and hear the up-to-date research on the topics. I did like the clinical conference lectures however; they would have been better in person so the lecturers could point out the relevant areas of anatomy on the surgical images and histology slides. Often something along the lines of "in this top corner of this photo is the ovarian ligament" which when there are multiple images on the screen or major pathology this is not useful. If this was in person, we could ask questions and get this pointed out more clearly.
N/A
Some were filled with data which I know is important but makes the lecture quite boring and I felt like I was losing focus at times
No
none
Some online lectures that were posted for one week were then scheduled as live lectures the following weeks, when I've already watched the recorded version. I then attended the lectures, ending up doing the same thing twice. I think it would be more beneficial to not upload the recorded lecture in the weekly resources if it is going to be scheduled live later on.
i think a lot of lecture are quite repetition in relation to conditions for example. it would be better if there was just one lecture on one condition in detail instead of multiple lecture explaining the same thing
No
No
STI lectures weren't delivered well
can't quite remember which lectures it was but some of the physiology lectures repeated the same information on the menstrual cycle which was already covered.
N/A
Recorded lectures are not a good resource for me so I almost never use them. Having more in person and more throughout a day would be good.
I think there should've been more of a lecture on endometriosis as it's such a hot topic at the moment, and we were just given a YouTube video.
too many recorded lectures on some weeks, inconsistent workload
Some of the pre-recorded lectures also appeared significantly outdated. While I appreciate the value of hybrid learning, the sheer volume of online lectures, additional reading and in-person teaching felt unmanageable. At times, it felt as though we had to search for the resources ourselves, with insufficient clarity about what we were expected to complete, when it needed to be completed, and how the online material related to the scheduled teaching. This was compounded by the repetition of recorded content during in-person lectures. The breast teaching materials are a particular example of this - There are four PowerPoint presentations but only two accompanying videos, with no clear communication about how the third lecture should be accessed (presenter mode was required). This makes it unnecessarily difficult to navigate the resources and understand what is expected of us. Many of the CBL materials contain inaccurate information and need to be reviewed and updated in line with current clinical guidance.
I attended the pathology lectures in person but later realised there was no online material to rereview and am unsure as to why they weren't recorded. The slides were primarily charts and there were no live patients in attendance. I understand why anatomy lectures or live patient lectures aren't recorded, but again, none of that applied. The lack of certain lectures being recorded was below standard.

Were any clinical and pathology combined sessions particularly helpful? Tell us why

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I enjoyed the anatomy HRP session I also enjoyed the addition of pathology into some of the gynaecological cancer/breast disease lectures
N/A
i didnt find the pathology lectures helpful. They overall covered information already taught in other lectures, whilst lacking the full story of each case. The findings in post-mortem may have been helpful if there was also some teaching surrounding patient presentation, diagnosis, and what went wrong leading to mortality
Overall, I enjoyed the joint clinician x pathologist presentation. Both provided great insight into their specialties.
I like how the pathology lectures with the drawings were explained, the ones by Dr Ruper
Cased based ones
Good
HRP - illustrated clinical management process clearly and allowed for clinical reasoning
I enjoyed all of them and they were all very helpful!
N/A
I love that they were combined, it helped tie everything together and meant that everyone teaching was specialized in what they were telling us (rather than a gynae surgeon telling us about histology and a pathologist talking is through surgery! The combination was very effective)
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I find the topic useful but the presentation of them was not amazing.
It helped put my teaching into perspective
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Yes engaging
Engaging
I liked the histology breakdown in the last session

Were any clinical and pathology combined sessions irrelevant/below expected standard? Tell us why

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N/A
N/A
I didn't find these particularly helpful. I know it is important to have some understanding of Pathology but I felt these went beyond the knowledge we would ever be expected to have as a F1/2 or non pathology specialist.
Good
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n/a
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N/a
It would鈥檝e been helpful if there was a structured order for weekly lectures, rather than mixing pregnancy, gynaecology etc as it was challenging to make sense of a lot of topics at once.
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The sessions themselves were useful, however when they took place was out of order compared to the lectures which meant we either had not learned about a disease process yet or we had learned about the complications but not enough clinical symptoms and signs to make the sessions useful. The PowerPoints could use some updating as well. There are lots of handmade drawings which can be okay, but I think having more real photos of the pathology and the associated histology would be more beneficial for annotation.
No
The sessions seemed quite rushed, so it would have been useful for the sessions to be a bit longer
I found the reproductive clinical skills session incredibly difficult, particularly at a time when my own health is suffering considerably. However, beyond my personal circumstances, I have significant concerns about the quality and delivery of the teaching itself. I found it striking that, in systems such as gastrointestinal medicine and neurology, we have clinicians with relevant specialist expertise who can demonstrate examination techniques accurately, identify errors and provide constructive feedback to improve our practice. Yet, for reproductive clinical skills, where examinations are inherently intimate and can be uncomfortable, painful or distressing for patients, the level of practical guidance appeared markedly more limited. The two tutors present largely walked around the room, rather than providing the degree of direct demonstration, supervision and individual feedback that I would have expected for examinations of this nature. I found this particularly disappointing because these are precisely the examinations in which the quality of our technique and communication matters most. It is not sufficient to teach students the sequence of an examination without adequately demonstrating how to perform it in a way that minimises discomfort, maintains dignity and makes the patient feel safe. I was also particularly concerned by some of the language used between the 2 tutors and fellow peers during the session. I did not find it reassuring or sufficiently sensitive, and I struggled to reconcile it with the standard of patient-centred communication we are expected to demonstrate as medical students. If I would not feel reassured hearing certain language used in the context of an intimate examination as a patient, I think it is reasonable to question whether it is the language we should be normalising in our training. I am particularly conscious that many patients, myself included, may tolerate painful or distressing examinations without necessarily voicing the extent of their discomfort. I appreciate that these sessions are intended to develop our confidence with examinations that can be challenging to learn. However, that makes the quality of the teaching all the more important. Students need to be shown not only what to do, but how to do it competently, pick up non-verbal body language, sensitively and safely, with appropriate guidance on consent, communication, patient comfort and the recognition of distress.
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No
N/a
Having more sessions with fewer people in them and actually having a proper explanation and clinical correlations would be much more useful.
No, but always ran over time.

Were any online quizzes particularly helpful? Tell us why

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N/A
Generally felt the quizzes were helpful due to relevant information from the week being in them and good to see what you have understood.
N/A
Very helpful for consolidating.
All of the ones I accessed were really good
Good questions with concise explanations. They were really helpful for providing an overview once the week was over.
gynae cancer and emergency quizzes were pretty good at testing knowledge of the presentation and management of main conditions
Good
All quizzes - very helpful directing learning towards key points. I believe this is something that should be implemented more frequently into other blocks.
There can be more quizzes
Complications of Pregnancy Quiz had a good volume of questions and a good range of topics covered
I felt like they were all helpful and a good way to test and consolidate our learning.
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yess they all were extremely helpful
Yes tested knowledge
Engaging
I liked all the quizzes, wish there were more.
I found all of the online quizzes were helpful as they were representative of the material covered in the lectures.
Fine.

Were any online quizzes below expected standard? Tell us why

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N/A
N/A
Would've liked weekly quizes on the content instead of random topics.
Good
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Generally needed more quizzes to cover more topics for the system since a lot of topics were missed out from the current online quizzes (example: Prolapse, Urinary Incontinence)
n/a
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Most of the online quizzes did not appear in the weekly resources
I really miss the quizzes we used to get weekly in FoM, i think introducing this back would be really nice. Instead of having quizzes asking really niche stuff relating to a singular lecture or two, we can begin to think clinically where for example abdominal pain and we would have to think of our differential diagnosis! Our exams reflect clinical questioning like this, we should have access to quizzes and questions that consolidate our learning.
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none
No
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Much of the quiz content is not covered in the teaching. Not all the quizzes were clearly signposted and there was no guidance about when to do them (i.e. which lecture material/weeks they pertained to). The CBLs are horrendously out of date - lots of the information does not match the lecture material or NICE guidelines. CBLs are a great resource - please, please update them.
Fine

Were any videos particularly helpful? Tell us why

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I enjoyed the endometriosis UK videos
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Really enjoyed the 7 to 10 min "podcast" videos. They were helpful and well explained but also the time of them meant it was easy to watch them a few times and take useful notes.
The 'intrapartum' videos were great - short, concise, relevant.
They were really good, to the point and clear
Good
Labour analgesia - give clear explanations of pain relief methods
I liked the video on endometriosis.
I enjoyed the intra-partum disease podcasts
N/A
The endometriosis and adenomyosis ones were very helpful
It would be nice if videos had slides accompanying them - I felt some videos could be lectures e.g. pre-eclampsia.
n/a
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I think all the short mini lecture videos were useful, however they would be better as full lectures which go alongside the main lecture topics.
The FMG videos in the lecture itself was really helpful to get a holistic understanding
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Yes overall ones gave a good overview
Engaging
I appreciated the ones present. Also, the one on gyn emergencies was nice.

Were any videos below expected standard? Tell us why

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N/A
NA
There were four videos done by a former student in which i had to transcribe everything into a word document as there was no PowerPoint with it. There was also two YouTube videos on endometriosis and Adenomyosis which I believe to be very important however the content of the videos felt very basic and again had to type it all into a word document. These are just the ones of the top of my head but i have heard complaints from other students about a number of videos that do not have written material attached.
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I do feel as though there is gaps in my knowledge from the volume of podcasts that was made available to us and personally, think i would prefer more recorded lectures to supplement some of the knowledge.
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Youtube videos should not be used instead of a lecture
most youtube videos were tailored to medical students especially the adenomyosis and endometriosis, which I think these 2 conditions are very important and should be taught like other conditions are
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No
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These are incredibly out of date, please update them. Again for accessibility providing the slides for these (even though they are short) would be really helpful for disabled students.
Please see above. Again unsure as to why certain lectures were not recorded because when I went to the lecture, there was no confidential material that would have called for it. It would have been nice to review those prior to exams.

Which clinical placements teaching did you attend? Please comment on an area that you found valuable and an area of least value and why?

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I found the general surgery placement very useful, as I was able to take a history from two patients and there was teaching slides after I enjoyed all of my clinical placements
Woodend, Cardiothoracic, Resp, Cardiology, Peads, General, General Surgery, Urology, Orthopedics, Ward 301 All placements were great and also showed me the importance of having medical students interacting with patients (Who may not have people to talk to during there stay)
Valuable -> cardiothoracic. Was useful to use first year knowledge, good patients selected to take a history from. Teaching at the end of the session was really useful and inspiring. Least Value -> wouldn't say I have had any less/invaluable experiences. Have managed to take something away from every session.
paeds was very very well thought out - teaching was helpful for all aspects of medicine but must importantly although we had no hands on and very little communication with patients/ families - there was a clear objective. I really walked away feeling as if for once the students were wanted within the clinical area, as as if my time has been well spent Orthopaedics was at the other end of the spectrum, we turned up to a lack of organisation. The teaching after our history collection was completely irrelevant - it quickly became a shaming session on the lack of anatomy knowledge within the group. I feel it should be clear that as medical students we are busy, and it is simply impossible to revise a whole block before every placement, especially when we are in multiple a week. Most importantly surgeons should be empathetic that their preception of 'normal' anatomical knowledge even for fully qualified doctors is above and beyond normal in their specialty. We cannot be expected to know everything, and placement should be a safe place to learn. A focused session surrounding the histories we have gathered would have been much more preferable, even if there was then a focus on the anatomy of that case. The general medicine placement also fell into the unhelpful, old fashioned, shaming model of medicine. Whilst an old fashioned approach to medicine can be extremely helpful for wider understanding and our education the teaching on the day fell very short of this. Gathering large numbers of students, upwards of 10, around a patient bedside whilst the retired consultant placed multiple very uncomfortable students on the spot light. No matter the response, he continually knocked back each answer as being incomprehensibly incorrect. He placed us and the patients in a very uncomfortable situation, making us describe our findings in-front of the patient who hadn't has these findings explained by ward staff prior to our arrival. Patients finding out about their own health, during a teaching session is beyond inappropriate and the opposite of what our education in this day and age should include. Ward 301 was another very informative session. Lead by a patient, well informed consultant, who was passionate about educating us. The session was different than previous, instead of being sent to gather a history, we instead took a ward round approach. The smaller group number helped us learn by the bedside without being intimidating to patients and their families. The cases were discussed before we saw the patient - including very helpful teaching (concepts explained so everyone understood the case), a clinical exam was then done by the consultant who explained what we was finding, letting us take part when appropriate. He allowed time after seeing each patient to discuss next steps - build our understanding of the patient and their condition. Overall a very well put together placement.
Ward 103, Simulated Ward, Ward 212, 301, RACH, Ward 105, 111, 112, Links Unit (Woodend)
I really liked urology - the consultant was excellent at teaching
Respiratory 301 ANP Renal Infection General Surgery Orthopaedics Oncology RACH Gynae I absolutely loved my placement in RACH, I thought it was very helpful and interesting, and something completely different from what we have done before. It has given me a really good intro into Paeds and made me very excited for Paeds Y3 block/placement in fourth year. I also really enjoyed Gynae, it was really good being able to link our knowledge of what we have been learning in lectures just now to real patients. I found Orthopaedics extremely unhelpful (however have already spoken to the Nurse Educators about this).
209 Urology: enjoyed this, long placement 3h but saw two patients and received teaching about them 108 Renal: it was okay but less teaching and more talking through each patient would鈥檝e liked general renal teaching. 109 Cardiology: was only two patients to see so we had 5 students and 3 family members all round one patients bedside 103 short stay medicine: varied patients good session would have liked more info on who goes to short stay and like actually what is the ward 206/7/8 General surgery: 5th years teaching good history and exam 301 ANP: it was not an ANP but the registrar was very nice, amazing teaching, lots of liver stuff 110/111 Infection: good teaching interesting patients the consultant was very nice 210 ENT: really enjoyed that there were only 4 students it felt easier to ask questions and recieve teaching 105 General medicine: long time with patient in a good way but no hand over at the end and no teaching
All the placements ive had have been really useful and have built my confidence in speaking to patients and reporting back to doctors
Gynae - really enjoyed because of the bed side teaching from consultant Paeds- really enjoyed as the consultant was really engaging and was very well organised
Urology, Cardiology, Respiratory, Paediatrics, Orthopeadics and Neuro Rehab unit. I found the neuro rehab unit to be of the least value, as we sat through the MDT meeting and we didnt learn much becyse we didnt know the context of anything that was being discussed. I found the Paediatrics teaching to be the best as the Doctor was very enthusiatcis to teach us and we learnt alot of things during ward rounds (including pre and post ward rounds debriefs).
- RACH - ANP - WE Neuro rehab unit - Urology - Renal - Oncology - Simulated human factors ward experience - General medicine - General Surgery Most valuable was Children's hospital and Urology, due to the consultants being very involved, asking lots of questions and teaching well. Least valuable was WE neuro rehab unit as there was miscommunication and there was no doctor there to lead a session.
They were helpful and a really good opportunity to practise history and communication skills. Wards which we had not done the speciality yet (haematology, geriatrics, etc.) were a lot more difficult and I think these would be more beneficial to put them after we have done the blocks.
respiratory placement i found very useful the medical student that was in charge taught us a good structure to interpret chest X rays, which i will be using anytime i see a CXR now
I found respiratory to be the most useful because of the case studies done in the end of the session, haemotology the least useful because of lack of availability and lack of ending session
Good learning
- Neurology, Renal, Cardiology, Haematology, Musculoskeletal
I attended urology, renal, haematology, cardiothoracic, orthopaedics, and paediatrics. I found orthopaedics placement very valuable because there was a teaching session incorporated into it, which enhanced my understanding in terms of imaging as well as anatomy.
several placements 301 - spoke to nurse educators, very poor professionalism during the placement and poor treatment of patients other placements good teaching significantly better when it is a staff member rather than a senior medical student
I attended several clinical placements in a variety of wards over the past few weeks and they were all extremely helpful with consolidating my learning from the previous years and practicing my history taking and examination skills.
medical specialties, geriatrics, short stay, general medicine, general surgery, orthopaedics, urology
Infection, neuro, Cardio, Cardiothoracic, General surgery, Respiratory, Cornhill
I attended clinical placements in cardiology, general surgery, woodend ORU, geriatrics, ANP, specialties/ infection, Gynaecology and vascular. I enjoyed getting to see real life clinical signs and the teaching that came with these.
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the paediatric hospital palcement was the best as it was very structured, and were expecting us and had a plan
Paeds and the Links ward at Woodend were both very good placements, and the teaching was brilliant.
102 (geriatric assessment unit) 107 (respiratory) 209 (urology) 108 (renal) RACH 206/7/8 general surgery 105 general medicine 110/111 infection unit 216 cardiothoracics
Cornhill, Ward 301 ANP, Geriatrics, Short stay medicine, SRU Woodend, Oncology, Infections unit
Ward 301, OMS Pilot A-E, Ward 109, ward 204, ward 209, ward 305/306, ward 102, ward 212/213. Thoroughly enjoyed the urology (ward 209) placement.
Vascular, Ward 301 ANP, oncology, respiratory, orthopaedics, RACH, Cardiothoracic sugery, Orthopaedics (Woodend), General Medicine Most valuable placement: vascular as the teaching was very helpful and good revision of first year material- getting to see scans and talking through a patient case going over anatomy and conditions was my most useful placement
placements were useful as I had a good variety so got to see many different wards etc
resp, acute stroke, OMS pilot - clinical reasoning, renal, orthopaedics (ARI), cornhill, vascular, geriatrics, paeds, urology Had good experiences at most placements with really helpful engagement from the staff running the sessions particulalry in acute stroke, ortho, paeds and urology as these placements had a lot of teaching/debrief time to let us discuss things with the doctors. Didn't get any teaching or debrief at renal and respiratory.
ward 103- short stay medicine ward 209- urology OMS pilot ward 108- renal ward 215- vascular ward 305/307- stroke royal aberdeen childrens hospital Most valuable= RACH- The consultant was very passionate and took the time to ask everyone who they were- felt like you were part of a team. We discussed what we were going to do prior which gave us a bit more confidence. We observed a child and took time to look at signs that would give us more clues. We also grouped in pairs to speak to patients and grouped back together to finish off. I felt it was very well structured and organised giving me a taste of what it would be like to work in RACH. Least valuable= vascular- we were shoved in a room and taught anatomy for most of it, there was no patient contact and got shown a CT scan only. Felt like a wasted opportunity and would have liked to see the ward at least for a tour, otherwise teaching was great it was just not the best use of time.
I attended all, and I found them all useful.
short stay medicine . was taught how to do examinations
I had 10 total placements this block. These were wards: 102, 103, 108, 110, 209, 210, 215, 216, 301 and 305 Ward 215 (vascular) was very interesting. We were taught how to use the doppler to hear bi and triphasic arterial sounds which I found the most valuable as we never had a chance to learn this in clinical skills teaching. One of the least valuable things was the lack of examination in the cardiothoracic unit (ward 216). I think it would have been beneficial to see a patient who had lung or heart sounds that were abnormal to try and hear them, but we were explicitly told to not perform an exam. However, the models we were shown during the teaching portion were very useful.
so many that I loved, it was great to actually talk to patients and getting real answers. Though I do wish we could do it by ourself.
The majority of my placements have been very useful and the teaching has bee outstanding I have really enjoyed my third year placements as it has made me feel more like a medical professional putting together my teaching into speaking to real patients I did not like my stroke rehab placement as they did not even know we were coming, the ANP tried to just chat to us for half an hour as the FY1 scrambled to consent appropriate patients and the placement only lasted an hour out of the two hours we were meant to be there for
Respiratory Cardiology ENT Paediatrics valuable - taking history + examining patients not valuable - ENT placement was meant to be 3 hrs but only lasted 30 minutes
Woodend Orthopaedics Ward Unit; the staff members were very friendly and took time to give thorough explanations Ward 110/111; this placement did get a bit repetitive over the four weeks Cardiology; the structure of the teaching in this placement was excellent Urology; this placement was a bit too long and there was not much teaching Gynaecology; the teaching was very good ANP; the consultant spent a lot of time teaching, which was valuable
The best teaching I had was with an FY1 doctor on my general surgery placement from 2-5pm on 14th October. She was very kind, and the session felt very light-hearted and non-judgemental. She was able to explore answers that may not have been correct and redirect us in the right direction. I would highly recommend her!
Cardiothoracic surgery Stroke Repiratory Gynaecology - very well done focused approach lead by consultant, content relevant too Urology All placements went really well, enjoyed the teaching aspect
Haematology, Paediatrics, ORU, Vascular, Respiratory, Renal, Urology, Orthopaedic surgery, Acute stroke, Short stay. I loved every placement
General surgery, orthopedics, AMIA renal urology neurology
Ward 105 Neuro Cardiothoracics Paeds Neuro Rehab in Woodend Haematology Respiratory
Neurology - really enjoyed this and the doctor was very good in teaching RACH - great teaching experience, very useful Mostly all the teaching sessions during placement were very useful.
Orthopaedics, short stay medicine, general surgery, respiratory, gynaecology, renal, specialities/infections, Ward 301 ANP. Ward 301 and Gynaecology were really good with the older style of teaching where the consultant brought us to the patient and guided us through history and diagnosis. That being said I still like the normal way of placements and in the case of General surgery, respiratory, and specialities/infections the teaching was particularly good. The rest were ok but generally the teaching that didn't involve consultants actually teaching us and instead handing it over to FY1/FY2s or medical student were not bad but didn't provide much additional learning. I cannot stress this excludes the General surgery and Respiratory placements where the student and FY, (respectively) lead teaching sessions afterwards were excellent.
Neuro rehab, acute stroke, cardiology, urologygy, general surgery, general ward, cardiothoracics, oncology = most places provided tea hing sessions after which was really helpful. Really appreciated the general ward because we could present to the consultant by patient bedside. In neuro rehab in woodend they didnt know what to do with us and the Dr we were allocated to never returned from break so after making the effort to go to woodend we were just sat there doing nothing for an hour.
Renal Cardiothoracic - the teaching session was very useful and helped us to consolidate our learnings from year 1. Orthopaedics Cardiology Respiratory
Paediatrics, geriatrics, psychiary and infection unit. Teaching during paediatric placement would be of the most benefit to me鈥擨've learnt how to make a rough assessment of an infant/child's health including GI, MSK, neuro, respiratory and cardiovascular systems, only by observing patient's response, ward environment and any medical equipments nearby.
I attended cardiothoracic, orthropedics, paediatrics and short stay placements. all the placements were extremely helpful because awe got to interact with patients, take history and do examinations
General surgery, renal, orthopaedics, GI, GP I appreciated how after we finished talking with the patients, we got to share feedback through relaying back a summary of info we were required to share
Cardiology, Urology, Haematology, Neuro Rehab in Woodend, Orthopaedics, General Surgery, Gynaecology My Haematology placement was very useful as it gave me an opportunity to revise going over blood results properly. My Neuro Rehab placement was interesting but it was the one placement I have had so far with no teaching so that would probably have to be the one of least value for me.
I have attended a variety of placements, all of which have been very interesting and enjoyable. These include geriatrics, general surgery, respiratory, the A-E simulation AI pilot. Taking histories and performing examinations on real patients is extremely useful, as it helps me get more confident and enables me to practice the skills learnt over the years. What has been new this year is getting to practise SBARD when presenting the history and examination findings back to the member of staff that is overseeing the placement. I used to find SBARD quite intimidating, but the multiple opportunities to practice it whilst on placement have helped me a lot.
Stroke, geriatric, renal, general surgery, cardiology Stroke ward placement was the best in my experience, as it was very interesting to see patients in real life with symptoms such as drooping of the face, difficulty talking and bad coordination upon neuro examination. the teaching afterwards was very informative and similar to a revision session geriatric ward was equally valuable but quite difficult to take a history and examination as patient was at one point quite emotional and seemed uncomfortable
Cardiology - chance to see full case, including investigation results and how they influences care (Most valuable - very thorough teaching and fantastic, widespread revision of HF) ANP/GI - chance to see wide range of pathology Renal - great discussion re. pathology and physiology Neurology - useful discussion, more regarding diagnosis; specially of mythensia gravis - v interesting and liked the small group teaching and discussion Infection Unit - chance to take a focussed history and very useful basic revision of bacteria etc. General Surgery - useful information gathering revision (Least valuable - quite basic case studies but great teaching)
ANP Placement was my favourite so far, with the Consultant being very knowledgeable and it was amazing to put all of our learning together with him, and talk through clinical scenarios etc.
Stroke unit was particularly valuable and allowed me the opportunity to truly see in person the effects of a stroke
Took so many histories so I鈥檓 so comfortable with it now
Urology Haemtology Woodend NRU Paedatric Oncology Geriatric Short stay surgical unit Short stay medicine
WE Neuro rehab, neurology, General Med, Urology, Respiratory, acute stroke unit, Geriatric ward, short stay medicine, oncology Neuro rehab was least valuable but through no fault of theirs as there were no suitable patients, but they were a caught off guard when we arrived so probably try to improve communication with them. Urology, Acute Stroke and Geriatric were really good as the people we were with were invested in teaching us, I can't remember names but if you are somehow able to find out who they were then i would acknowledge their excellent teaching.
Neuro
Paeds placement was the best! The Dr took time explaining and asked questions that made us think and apply our knowledge.
I thought general surgery was very valuable experience as they gave very good teaching afterwards. Neuro rehab at Woodend hospital wasn't very helpful, as the doctor took us to a patient and we never saw the doctor again (the placement was 2 hours). The nurses were trying to help which was kinda of them, but we were successful in contacting him again
I thoroughly enjoyed the simulated ward experience with Anne-Marie and Annie. I felt both my experience and listening to that of my peers was very valuable and I was grateful for the opportunity to experience scenarios (that in reality are very common) in a safe and manageable setting. As much as I enjoyed some placements more than others I couldn't say that there are any I didn't gain something from.
Paediatrics, thoroughly enjoyed the teaching by Dr Revolta which really helped me to understand the assessment of paediatric patients despite not yet having our teaching on this.
All of them. General surgery, ortho, stroke, the AI software ones, some others. I found it very valuable that we got to talk to the patients and take histories and generally got more exposure to interacting with all sorts of patients. I also liked that we had so many, because last year it seemed we only had a few and they were very scattered, and I feel you don't really get used to it when you only have a handful over months. Least value: too limited in scope; would have liked more variety. The experience was almost entirely history taking, which is fine and a valuable skill, but no introduction to ward rounding or documentation or anything else.

If yes, what was it and was it beneficial to your learning?

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SBAR handover during all the placements. Allowed me to practice, reflect, and improve from the previous placement to become more confidnent and efficient.
Got to see what it would be like as an FY and what to expect
It was ward rounds and i got to experience what it was like working in healthcare
to see how information is condensed and transferred, and how things are done in a timely manner
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One of my neuro patients was seen as part of ward rounds whilst we were taking a history. This gave us more details about what their next steps looked like and a clearer picture of their hospital stay
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only once, in haematology i attended the ward round with the consultant which was very interesting other than that every placment has just been seing a patient, taking a history and exam
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It was a great experience especially trying to get the maximum info from the handover during the simulated patients session. It was fun as it trains us to be quick and attentive at the same time. Was thrilling to be honest.
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I got to try the doppler US on vascular ward and it was very beneficial.
yess, I got to do some examinations on the patient and that helped me improve my clinical skills.
In Haematology I was in the room while handover was taking place and it was beneficial to hear clinicians analyse the different improvements and deteriorations in the health of the patients and discuss the most appropriate actions to be taken as a result.
N/A
Absolutely engaging and beneficial
I attended the orthopaedic placement when it still included the handover. The handover was interesting to listen to, but without context it was difficult to get any significant benefit from it.
Well, didn't. Just histories.

We wish to recognise those who have excelled in providing clinical attachments, who have provided an excellent learning experience for you. Please state who they are, which placement it was and why you have nominated them.

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Dr Nishan Fernando Cardiothoracic Cardiothoracic teaching was very good.
Not sure on his name but the ST on cardiothorcic was excellent at teaching and explaining concepts.
I wish we were given a note of consultant names, on the timetable or emailed when this is organised prior to our arrival. Specific teaching sessions who are lead by the same staff each time are usually the ones that stick out wither way as very positive or negative. It is understandable sessions that are more free flowing (turn up, get a history, some teaching from whoever is available) having a dedicated name is not possible
Surgical trainee (maybe Furgus) in GenMed/Diabetes (Ward 105) provided great feedback and teaching after the SBARs. Karen Smith in the Links Unit was very helpful and knowledgeable.
Dr Revolta in RACH He was very passionate about his topic, willing to answer any questions.
Paediatrics consultant (I believe he is lead for paeds block teaching)
I unfortunatly forgot the doctor's name, but he was the Dr in charge of the Royal Aberdeen Children's Hospital clinical placement.
The orthopaedics shadowing was very good as the surgeon asked us lots of questions and showed us many scans which was very helpful but I don鈥檛 remember his name. The Gp shadowing was also extremely helpful as the Gp asked lots of questions and taught me a lot of things I had Dr Wand at Old Machar on kings street.
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Physician associate on infectious diseases ward 111 (I can't remember her name perhaps Ceryn? or something similar) exceptionally good teaching and very kind
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I don't know her name (sorry!) but the consultant who led the urology placement was incredible.
n/a
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I would like to say that the placement I attended on the 8th of October in ward 212/213 from 10:00-12:00 the FY2 was very good at teaching. I can not remember his name but wanted to give him credit as he was very friendly and he showed me the difference on imaging between a total hip replacement and a hemiarthroplasty My teaching in ward 305/306 on the 24th of September 10:00-12:00 by one of the ST doctors (I believe she is an ST3) was amazing as she went through all of stroke in a very friendly and unjudgmental way when we didn't know answers to her questions. She made the learning environment very friendly and comfortable to work and learn in.
Mr Revolta was fabulous in the paediatric block
1. Mairi Finlayson - Clinical tutor - I have always thought Mairi is an exceptional clinical tutor who gives so much to students and is herself very impressively knowledgeable and I knew she was someone I could turn to before my Neuro placement as it had her been her block in Y2. I therefore had asked her if she was free to help me understand several concepts in neuro that I hadn't fully grasped and she made time and worked with me bringing helpful resources too. She was fantastic and her explanations made my placement much better as I could follow the patients symptoms and I remember discussing it with her after placement too which was a lovely moment to share.
Dr Revolta - RACH placement. Great teaching. Neurology placement - Ward 204 - doctor was great, useful teaching experience.
for me the best placement was the paediatrics placement where I learnt alot. the doctor taught us how to take a paediatric history and also we learnt on how to tell things just by observing the patients
The clinician who we were with for our Gynaecology placement, her teaching was excellent and she managed to tie all of the main presenting conditions and red flags into the history taking structure in a way that was easy to remember,
All the doctors who did teaching for the above placements were all very helpful, not sure their names
Dr Carl Counsell in Neurology was very patient and informative; appreciated him taking the time to give individual advice to each of our histories and suggestions on how to improve our SBAR and how to offer differential diagnoses with reasoning.
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Short-stay surgical unit consultant. Best placement I have had so far and the consulant explains and teaches everything really well.
I don鈥檛 remember his name, but the male Paeds doctor
As above, Anne-Marie and Annie, Clinical Nurse Educators. Their enthusiasm and openness definitely contributed to the simulated ward experience and I feel that I gained lots of useful knowledge and skills.
Dr Revolta in RACH. His enthusiasm and passion for teaching made the placement thoroughly useful and enjoyable. It really helped me to understand the assessment of paediatric patients despite not yet having our teaching on this.

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The drop in intrapartum session was highly beneficial to my learning
clinical skills - the skills session was extremely unhelpful - the abdominal models were utterly useless and worlds apart from real life pregnant abdomens. It gave very little insight into how an assessment would actually take place in the clinical setting. Whilst it is understandable that money is not an endless pit, it has also been clear university funds have been well spent recently on some very outlandish purchases. Some higher quality pregnant abdomens would be a huge benefit to the teaching within the repro block, and train all students to be competent in examinations - rather than the current models which are no better than a teddy bear under a blanket. Dr Woolner was very good, she has a clear passion for her field which came over quickly as an enthusiasm to teach and engage students. Whilst I am unsure of a career in Obs and Gynae - the block was on the whole very interesting - it is just a shame it was ruined by poor organisation and a very high volume of poor online recorder material. Live lectures was by majority very engaging, interesting, and informative
Overall, I enjoyed the course. The in-person tutorials/small group sessions were of great benefit. I particularly enjoyed the intra-partum drop-in sessions; seeing and using the forceps, ventouse, and performing the pelvic exam during labour to determine station was informative. Areas of improvement: The handbook uploaded was outdated, from 2025/26. I brought this up at the beginning of the course, but it must not have been updated afterwards. The 'Weekly Resources' during the last couple of weeks were inconsistent and did not match the week's live lectures; e.g., secondary amenorrhoea was in the weekly resources after the lecture.
This has been my favourite block so far of medical school, I found it super well structured, all of the lecturers were very passionate about their topics, slides were clear and easy to understand, and it has really made me consider O&G when I wasn't before. I also found the workload much more manageable than other blocks in 2nd year - I felt I actually had time to study as the block progressed, and felt prepared for the end of block formative (in the past have been struggling to even get all the lectures finished before the formative).
Felt this course was pretty disorganised and it also didn鈥檛 need to be 6 weeks as some weeks we had like 3-5 lectures and other weeks we had like 10 it could鈥檝e been evenly distributed and/or a 5 week course
GP teaching - second simulated session, pancreatic cancer scenario was tricky would have benefitted from doing breaking bad news comms before this and also receiving teaching or resources on palliative care/ end of life situations. Felt as though this was much harder than the other scenarios and this was consensus across my whole group especially as it wasn鈥檛 a history taking exercise which the others were but with distractions.
For clinical skills exam I felt it was very self taught and no one really corrected us on using the right techniques and how to do the procedures well for both OSCEs and real life
The block was really good and I enjoyed it a lot. I just wanted to mention that most weeks, the work material put on weekly resources had at least one mistake in it (either lectures added in for the next week, or lectures missing), it would have been helpful if the weekly resources only had that week's work in it. Additionally, the learning guide was out of date.
See comment above please make sure weekly resources in order and repository only Has up to date content
- Timetable clashes occurred at various points, especially those concerning clinical skills/placements and lectures. - It would be valuable to implement Moodle/forms quizzes into further areas of the course. - The Reproductive System Learning Guide was the 25-26 version, as opposed to 26-27. It would have been valuable if the updated version was uploaded to MyMBChB. - On occasion, lecture slides were outdated compared to the slides being presented at live lectures. It would be valuable if all lecture slides were updated to match with eachother.
Good and interesting block with good teaching but extremely poor organisation - least organised system in our degree so far lecture and videos were all over weekly resources when videos uploaded in weekly resources with no scheduled lecture that week, it is suggested that that video is to be watched that week. it is unhelpful when there is then a live lecture of the same thing the following week and essentially that time has been wasted
N/A
The order the Reproductive Block was taught in seemed very unorganised and was hard to keep up with the different areas of learning. Throughout the weeks I felt like we frequently jumped from topic to topic then back to a topic again. I understand there is a lot to cover but it would be more beneficial in future to have similar topics grouped together as much as possible.
The drop-in intrapartum care sessions were exceptional. Clinical skills was fun! Some weeks were too quiet while others were too busy, so maybe change the structure a bit so it's a bit more even? Otherwise very good block, I really enjoyed it :)
For clinical skills and communication - more feedback would be beneficial in sessions, and more clarity on if a focussed history or assessment is required.
i felt the layout of the course was a bit confusing to keep up with, we were learning conditions before physiology then learning about pregnancy then the next week would be womens health and the next week would be back to pregnancy conditions. It could've been more organised and would have flowed better. The workload wasn't spread out efficiently, some weeks we had lots of lectures then others weeks we had 3. This could have been more spread out over the 6 weeks or easily cut down to 5 weeks of teaching
No , thank you.
This block was very difficult not due to the content but the overall structure. I feel like ending the block I am more confused as we never even had a lecture on how a normal full-term pregnancy should look and the lectures felt very scattered. There was a very heavy emphasis on obstetric emergencies and complications but i feel like we did not learn enough useful information on general gynaecological problems that many women face. For students who are men, I think they will not have a good understanding of the symptoms women come to the GP with. I feel like the split between obs and gynae were not equal with the lecturers not understanding or knowing what we have already been taught or will be taught. I think this has left many gaps in my knowledge, alongside very out of date pre-recorded lectures that were provided, I will have a lot of work to do to fully understand this block during the upcoming month.
I did not like the delivery of the reproductive system overall, it felt all over the place after week 1. I think it should be delivered in sub-blocks such as physiology, gynaecological conditions, obstetrics conditions, malignancy instead of in one day having a malignancy lecture then an hour after that a gynae lecture on a topic completely unrelated to the malignancy itself My reasoning for this delivery would be that like it was done in week 1 you need physiology as a background, gynae as these conditions that affect women's health, then obstetrics and finally malignancy as malignancy covers everything holistically as malignancy can affect everything from the physiology, to the gynaecology to the obstetrics health of a woman
As a repeating student I could not complete some of the quizzes again as I had submitted it last year so it would be helpful if we could submit them more than once. This would also be a useful revision tool
overall, the module and its learning content was good
I have thoroughly enjoyed this block and the resources provided to facilitate our learning.
Enjoyed the reproduction block - though occasionally content felt quite condensed, especially in terms of pregnancy complications.
N/A
I think it would be easier to revise the content if it was more structured like the obstetrics lectures first and then the menstrual etc.
More lectures in person. Smaller group teaching. Absolutely need to be smaller groups for clinical skills ESPECIALLY communication. Students cannot learn how to properly take history from patients in the size of groups that are currently.
This block was not accessible, which highlights ongoing concerns about the accessibility and organisation of teaching and learning resources. As a disabled student who requires reasonable adjustments, I should not have to repeatedly chase the correct lecture slides to be able to follow teaching in person, or continually request clearly organised weekly tasks and learning objectives. I can send endless emails about these basic requirements, but if the issues continue to be disregarded, it raises the question of what the purpose of reasonable adjustments is. I already feel that I have to work twice as hard to keep up with an exceptionally content-heavy course, and the additional burden of repeatedly chasing essential resources is both exhausting and avoidable. I believe greater attention needs to be given to getting the fundamentals right for every student: ensuring lecture slides are accessible and accurate, weekly communications are clear and consistent, and the correct resources are uploaded at the appropriate time. These are basic expectations that underpin effective, inclusive teaching and should not require repeated requests from students. Similarly, when placements are scheduled at the same time as live teaching events, those events should be recorded and made available afterwards. Placements are compulsory, so why should students be disadvantaged academically for attending? This risks compromising our learning through no fault of our own. The significant and avoidable inequalities in maternal and neonatal health outcomes, quality of care and patient safety associated with race, ethnicity and socioeconomic deprivation were not addressed in sufficient depth. I recognise that this is a complex and sensitive topic, with no simple solutions, but that makes it all the more important that it is explored meaningfully and thoroughly. These inequalities have serious consequences for patients and families and deserve a level of attention that reflects their significance within maternal and neonatal healthcare.
No, I don't really think 2 hours of commute for an under 1 hour lecture really leaves time for study, or 120 minutes of commute for 100 minutes of lecture (if each lecturer goes 50, and sometimes they end early), and I don't even live all that far. I apologise, but not all students have vehicles. I'm sure complaints about the 9U have been raised previously, but the transport options, without a vehicle, are terrible. Assume that one considers 2 hours of commute a worthy tradeoff for 50 minutes of lecture that contains nothing interactive or no special perspectives or sensitive topics, and assume that its a morning lecture with the entire rest of the medical school also scrambling to get on this one bus: the result is that, often, students will be left unable to board and get to class, because the bus is full and does not run that often. Again, feel quite disadvantaged by not owning a car, and seems unreasonable to expect all students to afford it. There are no other transport options that take under 40 minutes from old campus to Foresterhill, so what is there without a vehicle or the luck to board? I have walked it before as well, and by the time I get there, the lecture is already done.