42 | JADE
NAZIM ALI
The design of a programme however should not be exclusively
focused on preparing students fit for employment. Rather the
design should also reflect its purpose of enabling the overall
development of a student both personally and academically. This
critical point resonates with the characteristics of a ‘good teacher’
whose role is to facilitate this transformation. Thus the design of
Keele’s MBChB modules not only meets the specifications of the
GMC but also attempts to equip students with a set of skills and
experiences which will help them develop academically, personally
and professionally. Contained within Keele University’s strategic
plan these are qualities collectively referred to as Keele Graduate
Attributes (KGA) which exemplifies the quality and distinctiveness
Keele Graduates are aspired to attain. In a fee-paying education
era these measures ensure universities remain responsive and
accountable to the interests and need of students (Brown 2011).
In meeting these demands, programmes and modules can also
be designed following guidelines of external regulators such as
the Quality Assurance Agency (QAA). Infused by the KGA, each
module of Keele’s MBChB programme aims to enable students
to think independently, synthesise information, solve problems,
communicate clearly and appreciate the social, environmental and
global implications of their studies and activities (Keele University
MBChB Programme Specification 2014).
Completing the first module of Teaching and Learning in Higher
Education Programme (TLHEP) has enabled me to understand
the pedagogies and educational research which define the
abovementioned competencies as higher order thinking skills
(HOTS). I now understand that a major challenge of a programme
is ensuring that learning opportunities within a course is designed
to encourage students to be actively involved in acquiring these
skills rather than relying on them to be passive consumers. This
requires effective programme design, a process which should
reflect up to date knowledge and best practice. Module two of
TLHEP has enabled me to develop my understanding of these
best practices which include utilising the constructive alignment
concept, assessment tools, internationalisation, sustainability and
the appropriate use of information and communications technology
(ICT). I have used these five criteria to evaluate the cancer module
and have based my evaluation on established educational theories.
Introduction to the cancer module
The cancer module introduces students to cancer and sets out
to achieve two core aims: to enable students to learn normal cell
biology and secondly how these normal processes are altered in