UCL QUALITY REVIEW FRAMEWORK - ANNEX 6.1.3: ASER DEVELOPMENT & ENHANCEMENT PLAN Academic Session: 2016-17 Department: UCL Faculty: Medical Sciences CONNECTED CURRICULUM

Last session, Departments were invited to discuss how they intended to begin their preliminary assessment of their taught provision by benchmarking each programme against the grid in the Connected Curriculum Enhancement Guide. Programmes were asked to evaluate and clearly state where the programme or cluster of similar programmes was benchmarked in relation to each dimension of the Connected Curriculum.

In this section, Departments are asked to indicate the extent to which their programme(s) reflect each of the six dimensions, to highlight notable examples of good practice, and (in the Development and Enhancement plan below) to list up to six actions that the department/programme team will now take to enhance the programme(s) over the next two to three years. Departments will then be asked to review progress in relation to these actions in the Autumn 2019 ASER.

The broad evaluation of the programme(s) as ‘Beginning’, ‘Developing’, ‘Developed’ or ‘Outstanding’ for each dimension will enable the Department/Programme Leader to track progress in relation to all six dimensions over time. It is intended to be a broadly agreed description of current practice in the programme(s) as a whole. General guidance on interpreting these terms is found on p6-7 of the Connected Curriculum online guide: https://www.ucl.ac.uk/teaching-learning/sites/teaching-learning/files/connected_curriculum_brochure_21_june_2017.pdf Departments may also find the ‘Twenty Questions’ on p10 helpful.

If you have a large number of UG programmes in your department, a suggested approach is to use this form to provide a departmental summary of your programmes and then to identify those particular programmes which are excelling or which need more development by completing a form with a summary for each programme (or cluster of very similar programmes). Those departments with very few UG programmes may wish to complete a form for each programme. Departments who require additional guidance on completing their forms are asked to contact [email protected]

Following the submission of your ASER, a colleague from the Arena Centre will get in touch to help you both with linking your provision to the NSS and to tie this into preparation for the subject-level Teaching Excellence Framework (TEF).

For action planning in relation to the Connected Curriculum discussions, please also see ‘Development and Enhancement Plan’ below.

1 Name of MBBS undergraduate programme (or cluster of programmes) Who led the Programme Lead and Programme Manager co-led the discussion. A meeting was held with the MBBS QA unit to discussions, and develop the first draft. how (if at all) were The draft document was discussed: with the student president and at a meeting of the MBBS Executive. students The draft document and final version were shared with a small number of senior student representatives. involved? The action plan will be discussed at the SSCCs later in the term. The timing of this annual request for information and the way it needs to be approved at a Faculty level committee means we are repeatedly unable to review this submission at the SSCCs. We think SSCC discussion is best practice in a university that values the student voice: indeed SSCC approval is probably more important that the Faculty process for such a document. We would recommend that, going forward, the UCL QA team consider the timing of the ASER and the ability to get meaningful student input into this document. Beginning, Brief summary of discussion Please indicate examples of good practice Developing, (which the department is willing to share across Developed or UCL; the Arena Centre will contact you during Outstanding? 2017-2018 for further information) 1 Students Developed UCL Medical School (UCLMS) is proud of, and The introductory lecture for Year 1 has a connect with celebrates, the research-led nature of its MBBS strong focus on research milieu, researcher researchers and course. teachers, opportunities to develop as a with the researcher as well as a doctor and the institution’s The MBBS is a commissioned programme with research-informed nature of the curriculum. research contributions from across SLMS. The programme https://moodle.ucl.ac.uk/mod/lti/view.php?id=3 involves participation from active researchers (in 054975 basic and fundamental science as well as clinical This sets the scene for the nature of the academics) from across SLMS and our partner NHS programme from day 1. Trusts. The curriculum, including the integrated BSc options, is informed by SLMS, FMS, and UCLPartners’ research strategies.

With the exception of graduates, all students pursue an integrated BSc in Year 3 of the MBBS, supervised by researchers from across SLMS (20 programmes).

2 2 A throughline of Outstanding The MBBS at UCL aims to encourage students to 2017/18 sees the introduction of a new SSC, in research activity pursue clinical academic careers. It therefore has conjunction with the , is built into each research built in through two core structures: whereby first year medical students will have programme  the iBSc; and the opportunity to shadow, learn from and be  the ‘Use of Evidence’ vertical module. mentored by a post-doc at the Francis Crick Institute. These researchers will be working at It also has research opportunities available as part of the cutting edge of clinical research. The post- the choice curriculum for those who are particularly docs will be developing their skills as teachers, interested in research: will have this activity counted as teaching  the student selected components (SSCs) in Years activity and will be encouraged to apply for 1, 2 and 6; Associate Fellowship of the Higher Education  the elective programme; and Academy.  the MBPhD programme.

The iBSc involves one year of in-depth scientific study, where MBBS students join the 3rd year of an existing biomedical or physical science programme or a tailor-made standalone iBSc programme. They complete a 30-credit independent research project during this year.

The ‘Use of Evidence’ vertical module runs through all years of the programme and involves three strands: finding the evidence, evaluating the evidence and applying evidence to practice.

SSCs are available in a wide range of research areas, with 2 x 4 week study periods in Year 6 with projects. Students are able to conduct clinically relevant research projects during 50% of their elective period and are encouraged to do so with the support of bursaries and established relationships with elective hosts.

Approximately 10 students per cohort join the MBPhD programme to intercalate a PhD into their MBBS programme. Outside of the MBPhD programme,

3 UCLMS also supports students who have particular research interests to take intercalated MScs or PhDs through interruptions of study to the MBBS course. 3 Students make Outstanding The MBBS programme at UCL is integrated: with 1. Each integrated module in Year 1 finishes connections modules devoted to body systems (e.g. infection and with a Consolidation, Integration and across subjects defence and circulation and breathing) or areas of Feedback week, which uses a and out to the practice (e.g. use of medicines and social multidisciplinary faculty and practising world determinants of health) rather that subjects or clinicians to draw together learning in the disciplines. The vertical modules, by interdigitating module. with all modules in all years and linking learning to 2. Each Year 4-6 module begins with a core practice, assist with this linkage between subjects, teaching week, which uses a learning activities and eventual practice as a doctor. multidisciplinary faculty and practising The integrated nature of all assessments maintains clinicians to identify learning central to all this focus on interdisciplinarity. activities in the module. 3. The patient pathways (integrated and The final year is devoted to ‘thinking like a doctor, community care, cardiometabolic care, acting like a doctor’: it involves revision, review, and cancer and person-centred care) focus on integration of prior learning and applying this to the the interface of what students are learning world of work rather than new learning. The ‘world’ in and patients in context. They draw in medical terms primarily concerns patients and the medical, social, personal and political health service, but also policy and the political arena. factors that impact on care. 4. A number of the SSCs, e.g. languages, are The MBBS is a vocational programme with extensive run through other departments at UCL, use of workplace placements and practitioner which creates links with other subject teachers. Many SSCs encourage advocacy and areas. application of learning to the outside world including 5. All non graduate entrants take an iBSc, the NHS, local schools and the public: e.g. Saving choosing from an extensive range of Londoners Lives: research intensive programmes which are http://www.savinglondonerslives.org.uk/medical_stud provided by SLMS and other faculties, ents_involved thereby creating interdisciplinary links with Sexpression: faculty elsewhere in the university. The http://studentsunionucl.org/volunteering/projects/sexp programmes blend medical science with ression-ucl such diverse areas as social and historical Open Minds: http://www.ukopenminds.org/course/ sciences, biomedical engineering and history and philosophy of science and The elective in year 6 is preceded by a ‘country study’ medicine. that encourages students to consider the medical,

4 social, cultural and political context of their elective overseas.

Outside of the programme, students are encouraged to take part in extra curricula activities in the NHS and political sphere. For example, Be the Change: a quality improvement initiative in the NHS http://btc- ucl.com/ MedSin: an advocacy group http://www.uclmedsin.co.uk/blog 4 Students Outstanding The MBBS is a vocational programme with extensive connect academic use of placements in workplaces and practitioner learning with teachers. Like all other MBBS programmes, workplace approximately 50% of the 5,500 hours of study are learning practical: taking place in healthcare environments rather than at the university. All assessments are focused on practice, rather than abstract knowledge or skills, and include a portfolio of workplace- conducted assessments.

The final year includes an eight-week assistantship, where students take on a supervised junior doctor role to apply learning to their forthcoming role as a Foundation Doctor. 5 Students learn Developed The audiences that are relevant to medical students to produce are: peers (students and practitioners), patients, the outputs – public, and the academy (including the peer-reviewed assessments press). directed at an audience  Peer-assisted learning is extensive in the MBBS: from student-led, through faculty-supported, to faculty-led via the peer tutoring 4-week SSC. By taking part, students learn to teach others (a core requirement of the undergraduate curriculum).  A number of projects: the drug project, the cancer patient project and the cardiometabolic pathway project require students to present to faculty and

5 peers and, in some cases, produce a poster.  The reflective essays in Years 1, 2 and 4 are directed at learning to produce written reflection on practice, which is a core requirement of post- graduation revalidation.  With the exception of graduates, all students produce a written dissertation in Year 3. As many students are keen to pursue an academic career, they are supported to produce journal articles from any research they conduct.  Junior Clinical Case Conferences in Year 4: these mirror ‘Grand Rounds’, which are presentation- based clinical case discussions common in medical practice.  The student Schwartz Rounds in Year 5 mirror NHS Schwartz rounds, which are verbal presentation-based case discussions increasingly common in medical practice.  Audits and significant events analyses are produced in Year 5 in the GP attachment and are produced to standard NHS formats.  Advocacy and teaching-based SSCs and extra curricula activities, as already described, encourage outputs aimed at the public and policy makers. 6 Students Developing UCLMS’ student body is huge. UCLMS has a long, 1. RUMS is the medical school’s student connect with each but fragmented, history as it is the result of serial union. It has the usual student union other, across mergers. Alumni have only recently (since 2005) been infrastructure and sports and other phases and with alumni of UCLMS. This makes alumni work societies. alumni challenging. Alumni relations is a focus of one of our 2. Academic families: every student has a action plan items (see action plan below). mum and dad (and consequently a range of generations of grandparents) RUMS (the Royal Free,University College and from later years of the programme: Middlesex Student society) and MedSoc (UCLMS’ http://studentsunionucl.org/whats-on/clubs- medical student society) are central to the societies/rums-meet-your-mums-and-dads connections between students across the years and 3. Transition mentors: run by RUMS, with alumni. With over 60% of students active in UCLMS makes good use of the

6 RUMS and almost 100% active in MedSoc, we transition mentors programme. concentrate on supporting RUMS and MedSoc 4. MedSoc: Medsoc Mondays; and Battle activities rather than inventing new ones. of the Medics - Monday evening cross- year academic/career-focused activities. Examples 1-4 are led by RUMS/MedSoc, whereas 5. Mock OSCEs in Years 2 and 4 are co- examples 5 & 6 are co-led by RUMS/MedSoc and developed and co-led by faculty and faculty. From the beginning of 2017, a staff member senior students. has been seconded to an alumni relations project and 6. Joiners’ tea party: for the 40 or so new examples 8 & 9 relate to this activity. joiners/returners joining phase 2 from another university or re-joining after failure or interruption. This encourages relationships with a small group of peers (as opposed to the 300+ members of the main cohort of Year 4, who all know each other) and meeting the student reps from other year groups. 7. Faculty lunches: informal lunch events (supported financially and administratively by the medical school) where a faculty member takes a small group of first year students to lunch to encourage informal relationships and connections. 8. We are UCLMS: a new half-day welcome event aimed at freshers that encourages a sense of belonging and introduces students to each other and to students in later years and alumni. 9. New alumni web page that identifies ways alumni can get involved with the MBBS: http://www.ucl.ac.uk/medical- school/alumni/get-involved

7 Peer Dialogue

The Academic Manual (Chapter 6 Quality Review, Section 5 Peer Dialogue see http://www.ucl.ac.uk/srs/academic-manual/c6/pot ) states that: Departments will keep a brief record of engagement with the Peer Dialogue scheme, to demonstrate commitment to ongoing, collegial enhancement of academic practice. All UCL staff who teach must participate and Departmental records are to be forwarded to Faculty Teaching Committees. Please confirm below that all staff in the Department have engaged in Peer Dialogue and that the records of this engagement have been forwarded to the FTC. Where this is not the case, please provide an explanation below of any steps the Department is taking to ensure that this is achieved. The MBBS programme commissions teaching from academic staff from across the SLMS Faculties of Life, Brain, Medical and Population Health Sciences and from clinician educators in NHS Provider Trusts including Primary Care Provider Trusts. The majority of teachers delivering the university-based element of the programme are from other UCL divisions and so their home divisions/departments are responsible for compliance with UCL’s peer dialogue scheme and for submitting records to their relevant Faculty Teaching Committees.

The small number of academic staff in the Division of UCLMS comply with peer dialogue and are monitored and reported to Faculty Teaching Committee through the Divisional Postgraduate Teaching Committee, not through the MBBS Teaching Committee.

Since many MBBS teachers are drawn from outside UCL divisional structures, UCLMS extends this good practice to the Clinical and Professional Practice (CPP) tutors, who are required to undertake a peer-appraisal every two years which includes an element of peer dialogue. Records are kept by the School and by HR. Within the NHS, contribution to medical education and teaching performance and development are included in annual appraisals for clinical teachers. Academic Partnership Activity: [Where there is academic partnership activity on a programme within the department, please use the spaces below to comment on the responsibilities devolved to the partner (if any) and how well these have been executed. i.e.:  Has there been any change in the responsibilities of each party over the last year?  Are there any issues arising from the MOA which is in place?  Have any issues regarding the partner/partnership been raised by students on the programme?  Have there been any changes to the partner organisation and – if so – what is the impact on the programme? (These changes can be legal, financial, organisational, leadership, facilities, etc.)]

UCLMS has service level agreements (SLA) with all the clinical sites that provide teaching, which draw on the learning and development agreements between Health Education England North , as the NHS commissioner, and the provider Trusts. The SLA defines the duties and responsibilities of the NHS Trusts that provide clinical placements for medical student training. During 2016-17, the SLA was revised to detail the local curriculum requirements and clarify local governance structures for each Trust. A revised version has been sent to each one for approval and, to date, the majority of them have been agreed and signed by both parties. There have been no changes in our partner

8 organisations over the past year.

During 2016-17, several issues were identified by the students in relation to their clinical placements at specific Trusts. The inaccuracy and delay in the production of placement timetables at several sites was flagged as a problem in the student evaluation questionnaires (SEQs) and the National Student Survey (NSS). In response, UCLMS has introduced a series of service standards for the administration of clinical placements, which include a range of student focused expectations around communication, support of learning and the requirement to provide accurate timetables at least two weeks before a placement starts.

Problems have also been reported with the availability of teaching and study space since the Royal Free and Whittington campuses have been included in UCL's central room booking system. The situation at the Royal Free has been compounded by the growing numbers of undergraduate students from other programmes, which has placed the available social and learning support spaces for MBBS students under increasing strain. Programme Name: MBBS

Actions during 2016-17:

During the 2016-17 academic year, UCLMS was able to successfully implement several key actions to improve the overall student experience, which were evidenced by improved results in the 2016-17 SEQs and specific sections of the 2017 NSS as outlined below. However, the NSS responses for 2017 should not be viewed as being representative of the views of the Year 6 cohort as the student union boycott of the survey meant that UCLMS only had a 36% response rate.

1. Timetables: following a successful pilot, in 2015-16, of e-timetabling of some clinical placements via Microsoft Outlook Calendars, the scheme was extended to all placements in the 2016-17 academic year. All Year 5 timetables were compliant by September 2016 and those of Year 4 were compliant by early 2017. In line with the service standards mentioned in point 2 below, the timetables must be made available in Outlook at least two weeks before a placement starts and the students must be informed of: their Day 1 reporting instructions; any days in which they need to travel to a different site; and any evening/weekend attendance requirements. Updates to timetables must also be notified by no later than 5pm the day before a scheduled activity. Continued dissatisfaction with the timetables was reflected in the 'Organisation and Management' section of the 2017 NSS, but this cohort of graduating students had very limited exposure to the e-timetabling system and the improved enforcement of service standards. It is anticipated that satisfaction with this area will increase in 2018. 2. Service standards: UCLMS’ SLT met with the SLMS divisional managers who receive MBBS administrative/governance load for teaching along with the named administrator(s) in order to clarify expectations and initiate a minimum standards level. A series of service standards were developed and introduced and an initial benchmarking of progress in their implementation was undertaken in July 2017. The standards came fully into effect from 1 September 2017 and further monitoring will be undertaken throughout the 2017-18 academic year to ensure that they have been implemented. In the event that the minimum standards are not met, UCLMS’ SLT will initiate immediate communication about the failing and seek detail and reassurance as to how the breach will be avoided going forward. The ability of UCLMS to promptly re- commission administration (and if necessary the associated teaching) to an alternative provider, along with the associated load, is crucial to

9 enforcing the service standards. 3. Feedback: UCLMS continued to review all divisional and placement level feedback opportunities and implemented a series of improvements in relation to the quality of feedback and good administrative practices. This resulted in improved scores for the NSS questions that relate to timely and helpful feedback. In addition, the complete list of feedback opportunities has been included in the core programme information, which is published on the MBBS website: http://www.ucl.ac.uk/medical-school/staff-students 4. Marking and assessment: single best answer questions (SBAs) are the mainstay of written assessment in all medical schools. Considerable effort was made to generate new SBAs, to 'house style' , tag and improve the quality of all existing question bank items before they were transferred onto the new e-speedwell system for use in the assessment of all years of the MBBS programme and to provide good quality SBA examples for students to practise. 5. Information on support for students: UCLMS has a goal of overhauling the student support system to make it more effective, efficient and student friendly, whilst remaining compliant with the needs of the regulator (the GMC). For 2017-18, UCLMS has worked on: better advertising, promotion and communication about the service; a more student-friendly space and waiting room; increasing the number of appointments available; assigning support tutors to areas of special responsibility (such as personal tutoring, electives etc.); sending all students an email directing them to the student support section of the MBBS website, which includes photos and information about the student support tutors; a review of the support, hardships funds and bursaries’ distribution and advertising; increasing charitable donations to a new student support fund; and ensuring student support has a more prominent place in standard communications. For example, administration, in collaboration with the students, has introduced new ‘year’ pages on Moodle with a standard format across all years of the programme with including a ‘key contacts’ tab on this page to include relevant members of the academic staff and the student support team. 6. Feedback: work by UCLMS’ Quality Assurance Unit (QAU) to increase awareness of how student feedback is acted upon and 'close the feedback loop' resulted in good scores to the questions in the new 'Student Voice' section of the NSS. *NSS – National Student Survey, EE – External Examiner Reports, DS – Data Set, DEVELOPMENT AND ENHANCEMENT PLAN QRSC – Quality Review Sub Committee [The Development and Enhancement Plan should only highlight KEY issues or areas to be addressed across the Department’s programmes over the academic year. The Development and Enhancement Plan is a live document which should be updated as appropriate throughout the year. It should therefore include any actions that are outstanding from previous monitoring cycles. Whilst the process looks at the health across the Department’s programmes as a whole, module level detail must not be lost; actions relating to individual modules must be flagged where appropriate. There may be other, less urgent or significant areas that the Head of Department wishes to consider, however for the purposes of ASER, only KEY issues should be identified here].

*PLEASE NOTE: this year Departments are particularly asked below to list 5-6 actions that relate to any specific areas of poor performance in the NSS*

Implemen Person Source Issue Action Progress tation Evidence Comments/ Issues Responsible Date

[NSS, [Identify key [Identify agreed action for [Identify [identify start [Identify [Identify evidence that

10 EE, etc*] issue] resolution] responsibility] date, or mark date of issue has been complete] implementa resolved i.e. NSS etc*] tion] **Blue denotes actions that are ongoing

Connected Curriculum Review the relevant modules of the curriculum in order to maximise the opportunities for 'students to make connections Mandated across subjects and out to the

Action world' and 'students to learn to

List up to six produce outputs -

action points assessments directed at an

you will be audience'

taking over the MMGs & October QRSC next two to MBBS October 2017 See Points 1-6 above 2018 See Student Voice section three year Continue to enhance links Executive below. period to between alumni and UCLMS.

enhance your

provision in line See Academic Support section with the six Enhance the current iBSc Fair below. dimensions. by involving past/current students from each iBSc programme to provide relevant information to prospective students. Student Voice The revised regulations for Academic Representation had

no impact on our current student representative system. RUMS - the medical school student union has a comprehensive and active Continue to work with the Improved student representatives system. The Students’ Union at UCL to QAU, Senior Student representation and reps have engaged fully with provide a comprehensive Faculty & November November representative contribution at the UCL system formally student representative Students’ 2016 2017 induction teaching committee known as ‘STARS’: indeed induction covering key central Union UCL and SSCC meetings they were commended by the and departmental information. STARS team for their commitment and abilities to ensure a student voice in

11 shaping practices at UCLMS. Continue to enhance links between alumni and UCLMS. Create a bank of volunteering Director of A member of staff (Divisional Enhanced alumni opportunities for alumni (e.g. UCLMS & Partnerships & Projects Limited section of the MBBS OSCE examining, conducting Divisional January Manager) has been seconded relationship with January 2017 website: admissions interviews, Partnerships & 2018 for the next 18 months to work UCLMS alumni http://www.ucl.ac.uk/m supporting careers events, Projects on improving alumni edical-school/alumni mentoring undergraduate and Manager relationships. postgraduate students and acting as a personal tutor). Teaching Decision The MBBS at UCL follows about national curriculum guidance. purchase of Conclude discussions with A new version of the GMC’s mapping Meeting with Imperial Imperial College regarding the ‘Outcomes for Graduates’ will Curriculum system is took place 11th purchase of its curriculum Head of be produced in early 2018: this mapping expected in Ongoing October 2017. A series mapping software. Appoint Assessment review has delayed some October 2017. of follow-up meetings suitably skilled staff to support mapping progress as mapping Recruitment is planned in 2018. the project. needs to match GMC- for the IT mandated areas (to meet GMC support post is QA reporting). in progress. New format Study Reformat the study guides to Guides were issued at Mostly complete. Needs minor clarify the expectations of each the start of the Study guides Year Leads 2016-17 Ongoing modifications to align with year of the MBBS programme session. New Year mapping project above. to the students. Moodle sites developed alongside. Assessment and Feedback Continue to review coursework List of feedback feedback opportunities in order opportunities added to to identify the types of Core Programme feedback not considered to be Information on MBBS useful to the students and Module Leads, website. Coursework This is improving in SEQs, but introduce alternatives. In Year Leads, reviewed and worst has not yet been reflected in Feedback 2016-17 Ongoing addition, review items of Head of performing areas the NSS results due to the submitted work that teachers assessment addressed with length of the programme. are consistently unable to academic leads. provide good quality, timely Coursework either feedback on and withdraw/ amended or review or replace. withdrawn.

12 Personalised OSCE This is popular with the Continue to provide students Summative feedback is now students, but has not yet been with personalised feedback on OSCE assessment May 2016 Complete embedded in our reflected in the NSS results their performance at individual Examiners feedback examination due to the length of the OSCE stations. processes. programme. Students complain of a ‘tick- Minor Review and box culture’. A balance needs modifications Review the WBAs used in the rationalisation to be found between adequate Workplace- for Years 4-6 clinical years of the MBBS completed for Years 4 in-course, workplace-based based for 2017-18 programme to streamline their Year Leads Ongoing and 6 and ongoing in assessment, exposure to assessments and revised use, frequency and their Year 5 because of these authentic assessments (WBAs) programme to associated documentation. absence among key as part of preparation for be introduced staff. eventual practice and student for 2018-19. and teacher-perceived utility. These ‘mock’ exams are highly prized as formative assessments and preparation Content of Year 2 for the main summative mock OSCE was assessment each year. Run in Refine the mock OSCEs for reviewed following the conjunction with MedSoc Years 2 & 4 of the programme introduction of the first volunteers, as part of an to ensure that they more Year 2 & 4 summative OSCE in extensive network of peer- Mock OSCEs closely reflect the standard 2016-17 Complete Leads 2017. Faculty support assisted learning at UCLMS, and format of the summative was enhanced with they were felt to be too assessments and that the Year Leads working MedSoc-delivered and timing is optimal for students. more closely with supported (as opposed to MedSoc. faculty), unrepresentative in terms of content and formality and delivered at the wrong time in the year. Academic Support Student involvement is embedded in our Enhance the current iBSc Fair procedures and The involvement of past by involving past/current recruitment is students is complex as Year 4 students from each iBSc underway for this students are away on iBSc Fair Year 3 Lead 2016-17 Complete programme to provide relevant year’s fair. Student placements at the time of the information to prospective presentations have fair. However, current student students. been introduced as involvement is strong. part of the programme of events. Academic Work with Academic A question and answer This session was well received Foundation Foundation Programme (AFP) 2016-17 Complete session for students and much appreciated by the programme participants and alumni to who secured an AFP students.

13 provide more and better quality interview was careers information to later- introduced prior to the years students interested in an interview date. academic career pathway. Ensure all careers events focused on the Foundation Programme include the AFP. For the first time in 2017-18, Lectures delivered during the we organised a ‘We are Introduction and Orientation Divisional UCLMS’ fair for all Year 1 Modules (IOM) in Years 1, 2, Support for Tutor and September students with a student 4, 5 & 6 of the programme. Complete students Director of 2017 support stall, support staff and There is also a lecture on the UCLMS contact details and information personal tutor scheme in the on the mechanisms for Year 1 IOM. students to get support. Organisation and Management Where administration is Service standards distributed to other UCL including timetabling Service divisions and NHS Trusts, Director of deadlines and our standards, work with the relevant UCLMS & communications policy timetables, manager to strengthen module 2016-17 Complete Head of MBBS were established over communication management roles and identify Management the course of 2016-17 with students ways to become more MBBS- and implemented from student centred in the September 2017. administration of teaching. Continue to monitor the Service implementation of the service Director of Initial feedback was standards, standards with a view to re- UCLMS & collected in July 2017 timetables, commissioning administration July 2017 Ongoing Head of MBBS and monitoring will be communication to an alternative provider in the Management ongoing. with students event that the minimum standards are not met. Director of Monitor the availability of UCLMS and This is part of an ongoing social and learning support Director of discussion in SLMS about the Facilities at the September spaces at the Trust to ensure Undergraduate Ongoing expansion of undergraduate Royal Free 2017 MBBS students are able to Education at programmes at the Royal access them. the Royal Free Free. group. BME Progression and Achievement

We have noted from the No issues have arisen in this ‘Average Student cycle Achievement’ and ‘Award’ data

14 that more white than BME students were awarded a merit or distinction in 2016-17, however, this was the reversal of the situation in 2015-16. UCLMS will continue to monitor the situation and will take action if this becomes a trend over consecutive years. Widening Participation Student Progression and Achievement Work with UCL's Access Office to pilot the Alternative Director of Start Admissions Project with an Increased numbers of UCLMS, discussions in Students who complete our aim to give lower offers of applicants who are Admissions September Offers to be Target Medicine scheme admission to high potential identified as meeting Tutor, Senior 2017. made to would be eligible to apply for Medical School applicants who come from ‘widening participation’ Access Officer Information to students for this access scheme. Work is admissions under-represented criteria. Increased & UCL Access be published entry in needed to identify appropriate backgrounds. The aim would numbers who then and Widening in the new 2019-20. ‘widening participation’ critieria be to increase the number of take up our offer and Participation prospectus in for entry onto this scheme. students who apply to the start at UCLMS. Office January 2018. MBBS course who meet 'widening participation' criteria. Departments are asked to explain how they have involved students in the development of the Plan and how it and its outcomes will be communicated to them here:

See page 2: ‘Who led the discussions’

DATE OF SUBMISSION TO FACULTY TEACHING COMMITTEE:

12 October 2017

15