#NOIȘIEI Student Platform

Since we moved online, teachers have been giving us a lot of projects and essays. I had online from year I sem II, and now I am year III. I'm not saying that this educational system is wrong, or poorly done, I'm just saying that some of us, both students and teachers, do not know how to adapt to the situation, to technology. Instead of having support, they go on the premise "that we stay home all day and do nothing" and therefore bombard us with 2/3 projects in each subject… where you put that, you also have exams and a license sustained… #We try to resist

It's a big deal with the faculty secretaries. Besides the wickedness they show and their boredom. I have been calling them for 3 weeks to ask where my scholarship is, so that today I will be informed that they have not sent my data further. They're making me call other offices because it's not their fault.

I don't understand why, if we have done the online courses so far, we have to take some physical exams, it seems silly to me because it is clear that the student is not ready for a physical exam since he did everything online.

It would be nice if the transfer between different faculties were approved in the first year of study (or maybe even 2) when you realize that you have chosen the wrong path (if the faculty to which the transfer is desired has places available, e.g., some students drop out and others come in their place). Or to apply a system like in some medical universities in France, where you can apply to 2 faculties once in the first year, and in the 2nd you make the decisive choice.

I believe that the faculty brings out all of us "researchers". The practice part is zero. We learn scientific methods, we learn theory hard, but when we commit * if we commit because as you well know, we need professional training, experience and other paid courses outside the faculty to meet the requirements *, we end up facing some situations we don't learn in college. I speak strictly from the point of view of a former psychology student. I learned too much statistics, too much research and methods that, when I practice as a psychologist, not a researcher, I will apply what I learned on my own, not in the 3 years of college. The emphasis on practice does not exist, the faculty makes you a scientist, not a professional in the field.

This year at the national level there was a real injustice for students in pharmacy and dentistry, for them there are no additional places for residency, although they have the grade to pass the exam. Thousands of residents cannot practice in the health system and cannot improve, unlike general medicine students, where the last resident with the promotion grade also enters. We need support!

Due to an error on the AcademicInfo website, my study contract was changed during semester 2, ie my optional subject was replaced with another. I noticed the change only after passing the exam in the first subject, the day before the exam in the new subject. When I contacted the faculty secretariat, I was told that nothing could be done, even after I sent the picture with the original contract.

During the residency period, there is, in theory, a curriculum that must be respected, and which involves completing it in all 4-5-6 years. Obviously, the evolution of any resident is not monitored. On top of that, residency requires your coordination as a future specialist by those of higher rank, training that leaves much to be desired. No one notices this irregularity, especially since it is the duty of the residency coordinating doctor to monitor this evolution and to support it, through weekly and monthly theoretical and practical elements. Outside the Romanian state, the residents are continuously trained and evaluated accordingly, and with us they go on the idea “whoever wants to enter, whoever can leave”. It is sad that you can gather, even after the 6 years of college, still others to reside, important gaps that will be reflected in the quality of the subsequent medical act.

At the FPSE-UAIC, there is a university course in the ECCPCF master's program called Systemic Psychotherapy. Some students who have completed complementary training in systemic psychotherapy (some of whom in the school where the course holder is a trainer) have been offered the opportunity to equate the university course with complementary training (equivalence that is done by a request to the holder, not deaned as the equivalences between master's programs are done). If you could do something to resolve this conflict of interest, I would be more than grateful, it is not uncommon for the grades that determine merit scholarships and the tax / budget differentiation to be given on illegal equivalences with complementary training.

A major problem is how the subject is taught and how it is structured. I'm not saying you shouldn't study medicine, on the contrary, but I believe that everything should be weighed. You can't throw 2 bags of cement behind a man and expect him to carry them. In addition to expecting them to walk straight back, without losing anything on the floor, while the poor man is struggling to get to his destination, you also get him to solve 10 math problems. What I mean is that at the Faculty of Medicine you don't have time to enjoy the subject, moreover, you don't even have time to integrate it properly somewhere. Everything must be done superficially and on the run. At the end of the year, you look back and realize that you forgot about 80% of everything you learned because you didn't have time to breathe, a time to see things from above. You just have to be more discriminating with the help you render toward other people. After you finish with an exam, a test, a listening, you want a break because you are tired. My opinion is that this should not be the case, the UMF should arouse a lust in us, it should instigate us, challenge us and want us to learn, to surpass ourselves. But it is very difficult to make something shine when in one week you have 4 colloquia and the other week you have an exam. You're always tired, you can't dig deeper and things get superficial. The medical student is a master at using short-term memory, and that seems to me to be fundamentally wrong. Ignorants may argue, "You have time to learn throughout the year." Not have. Why? You are not allowed to finish what you have started to build. It's like you start building a house, you stop, you work in a block of flats, then you start a garage and you go back to the house, you will never have a continuity and that is tragic. You keep it like this between the house, the block and the garage, you keep rotating them until the session comes where you are FORCED to cover all the shortcomings and in the end to remain your grand construction. I would suggest that the assessments be taken out during the year, so that you can take the subjects one at a time and give each one the importance and time it deserves. I would suggest a greater emphasis on the practical things than on the theoretical ones, or at least found a balance between the 2, the plate leans deeply towards the theoretical ones. There is a desire to learn. We want to be better. The obstacles listed stand in our way.

Hi. The problem is as follows. In the summer, anyone could live in the UPB dormitories, vaccinated or unvaccinated, but the unvaccinated had to be tested. When the university year started, we were told that only those who were vaccinated could stay in the dormitory. I don't think it's ok.

Hello. That matter is useless, I think we all realize. Please propose its removal. Thanks!

I would like to point out that within UMF Iași the access to courses or laboratories is made only on the basis of the certificate of testing, passing through illness or vaccination. For those who want testing and are not vaccinated, testing is done with the student's money. After all, I don't understand, don't we have the right to education without this certificate?

During the 2nd year of college, I had a subject in which the teacher changed the assessment method during the exam. In other words, the examination initially had a written exam and a laboratory test, each worth 50% from the final one, with no other condition. After the laboratory test, before finding out the results, the teacher told us that the test will be 70% from the grade and both forms of assessment are required to have at least 5/10 for the grade to be taken into account. I knew that the grading methods must be announced in the first weeks, that is, seriously, how to change them during the exam ??

I think in high school we all had a subject that I learned in the fear of the teacher and the fear of not getting a low grade. The same thing happens in my college, where I have a subject that makes me live with the fear and terror of going to class, of asking questions. Every generation in my faculty knows this teacher, other teachers are also aware of his imprint on students. Even the dean knows the situation. He has appeared before the ethics committee several times, has had discussions over and over with the dean, but all this has no visible effect. Maybe from this message the situation does not seem so bad, but, unfortunately, anyone in my place could support what I say, and could even add other negative aspects in addition.

UMFT students are always informed on the last hundred meters about: how the exams are conducted, summer practice, schedule, schedule changes, work and learning materials. The worst example is that last year, students had the opportunity to enter a platform for free for several months, a platform where there were many teaching and scientific materials in the field of medicine. The university announced to students about this possibility one month before the expiration of the gratuity.

At UMF Timișoara, certain students were forced by the head of the anatomy department to take PCR tests with their own money. There was a group that was forced to do 2 PCR tests in a week (ie about 500 lei / person) in order to force them to take all this money out of their own pocket for tests, the students were threatened with the exam.

Hi, I believe that the mockery we are going through now called "online courses" is the biggest problem that needs to be worked on AS FAST AS POSSIBLE. Universities take advantage of autonomy, maybe it's easier to teach from the chair…? But what about us, do we go to college from the bottom of the bed? .. Until when? Many of us are in the final year. Universities use the pandemic as an excuse, because many, although vaccinated, do everything online. They destroy us through this method of teaching, they make fun of our present and future life. It is not discrimination for only those vaccinated to come to physical education, because many say so, but they do not want to be vaccinated, they have rights. But those who are vaccinated also have the right to education (not video chat that obviously puts you to sleep, time passes and the leaves go), the right not to get sick by those who do not want to be vaccinated or who like the online because anyway .. no I say nothing more. There are very few professionals who understand us, and universities only want money. That's it! That they have autonomy. And all this could have been avoided if they had taken measures such as suggesting at least to vaccinate us, in the summer, in order to be able to do the courses physically and normally. But maybe you didn't notice, what was normal now seems exceptional, it seems that if we take physical courses we should bring offerings to the gods, that's how it shows in the behavior of universities and ... I'm not saying.

Hi, I just had a problem with one of the college professors. Profu teaches a subject of computer science, artificial intelligence. To move on to it, this being divided into 2 parts, 2 colloquia (laboratory tests) and 2 exams are given. At one of the colloquia, 2 days after I gave it to him and sent it, I found out that he actually wanted to implement a method without using libraries or template methods for their implementation. Honestly, I thought the situation was awful and I really think I should have known that from the beginning