Abstract
Some outcomes around, for example, communication have been extensively theorised; others such as accountability have been relatively neglected in the teaching and learning literature. The question therefore is: if we do not have a clear understanding of the outcome, can we systematically apply good practice principles in course design such that students are able to achieve the outcomes the community and the profession expect? This paper compares and contrasts the literature around competency outcomes regarding students' communication skills and the development of accountability and proposes a model to guide the selection of teaching and assessment approaches for accountability, based on the students' sphere of influence.