Previous Survey Results

2019 Results

PTES 2019 (for face-to-face students) 

  • The overall satisfaction respondents at LSHTM had with their studies was 90%, based on 323 responses. This was comparable to LSHTM’s result from 2019.
  • The teaching experience continues to be rated highly by students with a score of 88%
  • Resources at LSHTM equally receives a high satisfaction score of 88%
  • LSHTM Face-to-face students the most positive statements were:
    • The course is intellectually stimulating (the School scored 94%)
    • The learning materials provided on my course are useful  (the School scored 92%)
    • The course has enhanced my academic ability (the School scored 93%)
    • There is sufficient contact time to support effective learning (the School scored 79%)
  • Overall satisfaction in the Assessment category was 58%. The least positive statement  was ‘Feedback on my work has been prompt’. Of the 322 respondents from LSHTM who answered this statement, 41% agreed.

whilst we are pleased with the continued overall positive responses we will be working early in the new academic year to process the results fully and set out plans and actions in response to the survey results.

2018 Results

PTES 2018 (for face-to-face students) 

  • 89% of students rated their Overall experience of the quality of their programme.
  • The teaching experience continues to be rated highly by students with a score of 89%
  • Comparing LSHTM to the Sector benchmark, for Face-to-face students the most positive statements were:
    • There is sufficient contact time to support effective learning (the School scored 84% compared to the sector score of 69%)
    • I have appropriate opportunities to give feedback on my experience (the School scored 87% compared to the sector score of 77%)
    • The learning materials provided on my course are useful  (the School scored 91% compared to the sector score of 81%
  • An area where face-to-face students were less satisfied was assessment and feedback. Against the sector, satisfaction was 54% whilst the sector scored 74%. In response the LSHTM will be making Module Assessment Guidance more readily available to students, adjusting the feedback return timeline and introducing assessment guidance sessions for students.

PRES 2018

    • 78% of students rated their Overall experience of the quality of their programme.
    • The quality of Supervision continues to be rated highly by students with a score of 85%
    • Comparing LSHTM to the Global benchmark the most positive statements were:
      • Other than my supervisor/s, I know who to approach if I am concerned about any aspect of my degree programme (the School scored 85% compared to the sector score of 77%)
      • I am satisfied with my life nowadays (the School scored 82% compared to the sector score of 74%)
      • there is someone I can talk to about my day-to-day problems (the School scored 75% compared to the sector score of 69%
  • An area where Research Candidates were less satisfied was Research Culture and Teaching opportunities. LSHTM satisfaction was 57% and 56% respectively, whilst the sector scored 63% for both areas. The Doctoral College is launching themed events open to all RD students across the LSHTM, as well as piloting a Doctoral Transferable Skills Programme which will feature a session on introduction to teaching and providing feedback on assessments.

 

2017 Results

PTES 2017 (for face-to-face students)

  • For the fourth consecutive year, face-to-face students have consistently rated the quality of teaching and learning at the School very highly. 90.9% of students said that, overall, they were satisfied with the quality of teaching and learning, above the sector average of 82.7%.
  • The School scored in the top quartile, when bench-marked against face-to-face provision in the following areas:
    • Teaching
    • Engagement
    • Dissertation or Major Project
  • Comparing the School to the Russell Group benchmark for face-to-face students the most positive statements were:
    • There is sufficient contact time to support effective learning (the School scored 81% compared to the sector score of 69%)
    • The course in intellectually stimulating (the School scored 97% compared to the sector score of 85%)
    • Information for prospective students was accurate (the School scored 91% compared to the sector score of 81%)
  • An area where face-to-face students were less satisfied was assessment and feedback. Against the sector, satisfaction was 61% whilst the sector scored 73%. The School is committed to ensuring students receive timely feedback and are continuing to work on improving turnaround times.

2016 Results

PTES 2016 (for face-to-face students)

  • For the third consecutive year, face-to-face students have consistently rated the quality of teaching and learning at the School very highly. 92.3% of students who completed the survey said that, overall, they were satisfied with the quality of teaching and learning on their course. The sector average this year was 82.1%.
  • The results showed that 93.5% of students’ felt their course was intellectually stimulating, and 90.7% indicated that their course had enhanced their academic ability.
  • The School scored significantly higher results than previous years in the category ‘dissertation’, which here at the School is known as ‘Project Report’. This year, the School scored almost 4% above the sector average in satisfaction in this area. Additionally, 87.2% of face-to-face students agreed their supervisors had the skills and subject knowledge to adequately support their project reports.
  • An area where face-to-face students were less satisfied was the timing of feedback on assessment, and the clarity of marking descriptors. In 2016 the School established a Task & Finish Group to specifically look at this issue and to propose ideas for improvement. The Group has produced a module assessment checklist for staff who teach and assess. The checklist reminds markers of the turnaround times for feedback on assessment and the necessity of providing clear marking criteria. During 2016/17 the Group will continue to meet, with the ongoing remit of improving the student experience around feedback on assessment.

PTES 2016 (for distance learning students)

  • 80.2% of distance learning students who completed the survey said that, overall, they were satisfied with the quality of teaching and learning on their course. The sector average this year was 83.0%.
  • The results indicated that 84.6% of students were satisfied overall with the quality of their course, almost 2% higher than the sector average.
  • 73.5% of students were satisfied with assessment and feedback, with 76.2% agreeing the criteria used in marking were made clear in advance. Additionally, 78.1% indicated they were satisfied with their dissertation or major project, with 85.7% agreeing that their Supervisor had the skills and subject knowledge to adequately support their dissertation/major project.
  • Only 52.8% of students agreed with the statement that their course had created sufficient opportunities to discuss their work with other students (face to face and/or online). The School recognises that satisfaction in this area is low when compared to the sector, and is working to improve future results. The School will address areas of concern at the Senate Learning & Teaching Committee, with outcomes reported here when available.

2015 Results

PTES 2015 (for face-to-face students)

  • 92.7% of students who completed the survey said that, overall, they were satisfied with the quality of their course.
  • The results indicated that students were satisfied with the teaching on their course and with their chances to engage with staff and other students during lectures and seminars.
  • Students stated that they were largely satisfied with services available to them across the School such as Registry, Student Advice & Counselling and Teaching Support Office.
  • Only 46.6% agreed with the statement that feedback on assessed work had been prompt. The School has established a Task & Finish Group to specifically look at this issue and discuss ideas for improvement. The Task & Finish Group will report to the Senate Learning & Teaching Committee. The outcomes of the Task & Finish Group will be reported here when available.

PRES 2015

  • 81.8% of students who completed the survey said that, overall, they were satisfied with the experience of their research degree programme.
  • 91.7% of students agreed that their supervisor had the skills and subject knowledge to support their research.
  • The results suggested that students did not always feel part of a research community or culture. The School has established a Task & Finish Group (reporting to the Senate Research Degrees Committee) to focus on the student journey, including the research community within the School. The outcomes of the Task & Finish Group will be reported here when available.
  • Those students who have had the opportunity to teach at the School, indicated that they did not always feel they had been given appropriate support or guidance to prepare them for teaching. The School introduced some guidance sessions for students interested in teaching, and for those who are already teaching, as part of the Transferable Skills Programme. Sessions will run again in the next academic year, and additional sessions will take place at the same time as orientation events for new students, as part of their introduction to the School.

 

 

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