Conclusions+and+Recommendations

3 Conclusions and Recommendations

** 3.1 Conclusions **

In summary, the key module learning activities in question are found to be appropriately aligned with the learning outcomes, as recommended by Palloff and Pr att (2007). The role-play activity creates an authentic learning setting which engages students, providing rich learning experiences for discussion. However the number of discussion activities only encourages students to respond to peers' views by taking a surface approach to learning, rather than critically exploring wider communication issues. Both the mandatory role-play activity and the asynchronous discussions are not explicitly stated as formative assessment in the module descriptor. The summative assignment specification does not emphasise the inclusion of discussion outcomes, specifically the team communication aspects for reflection, and lacks the marking criteria that guides students in successfully addressing the assessment's requirements.

** 3.2 Recommendations for improving curriculum design **

The following recommendations are proposed for improving consistency of module curriculum design in line with the learning outcomes:


 * 1) The role-play activity and asynchronous discussions be specified as formative assessment in the module descriptor.
 * 2) The team communication skills (learning outcome 4) be emphasised in the summative assignment specification, so that students are aware that they can and should build upon the formatively assessed role-play and asynchronous discussions.
 * 3) The marking criteria is included as part of summative assessment, listing requirements for attaining academic standards and for progression where appropriate, as stated in the QAA’s Code of Practice (2006).
 * 4) Reducing the number of asynchronous discussions that would lead students to adopt a deeper learning approach.

An additional element to good teaching identified by Biggs (1989) as promoting deep learning is a motivational context. The summative assessment can be created as an e-portfolio allowing students to actively select and plan learning on an ongoing basis, promoting ownership and therefore motivation. E-portfolios are personalised web-based c ollections of artefacts, where students can showcase their knowledge and achievements in one space ([|Roberts, 2007)]. With this reflective and self-evaluation t ool, they can construct deeper meanings from the face-to-face and online learning activities such as:
 * 1) the reflective discussions which appraises current communication literature and research,
 * 2) the audio file of recorded patient interview, with tutor feedback.
 * 3) critical reflection on their own communication skills based on the recorded interview.

These assessed components together with recommendations for own practice can then be integrated into an e-portfolio that encapsulates the assessment requirements. Stefani et al (2007) assert that e-portfolios also support the students' continuing professional development (CPD), making the transition from higher education to the modern workplace easier, where CPD is exercised continuously.

It is hoped that these suggested recommendations will improve the curriculum design, including consistency in the learning outcomes' alignment with assessment and learning activities, in enhancing the students' learning experience of this module.