Educational strategies in curriculum development: the SPICES model

Abstract

Six education strategies have been identified relating to the curriculum in a medical school. Each issue can be represented as a spectrum or continuum: student-centred/teacher-centred, problem-based/information-gathering, integrated/discipline-based, community-based/hospital-based, elective/uniform and systematic/apprenticeship-based. The factors supporting a more towards each end of the continuum are presented for each strategy. Newer schools tend to be more to the left on the continuum, established schools more to the right. Each school, however, has to decide where it stands on each issue and to establish its own profile. This SPICES model of curriculum strategy analysis can be used in curriculum planning or review, in tackling problems relating to the curriculum and in providing guidance relating to teaching methods and assessment.

Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning ( TBL ) Strategy in Anatomy

“…[1][2][3] In addition, teaching strategies that promote active learning and problem-solving are increasingly being advocated. [4][5][6][7] An example of such a strategy that combines features of student-centeredness and problem-solving attributes is team-based learning (TBL). 8 In its classical format, TBL employs a structured three-phase sequence during which learners study an advanced assignment defined by faculty, demonstrate knowledge through individual and group readiness assurance tests (IRATs, GRATs), and apply course concepts to problemsolving exercises designed by faculty and analysed by teams.…”

Utilização De Pacientes Simulados No Ensino E Na Avaliação De Habilidades Clínicas

“…A difusão de modelos curriculares mais "centrados" nas necessidades dos estudantes 9 , bem como a disseminação de exames clínicos objetivos estruturados 8 , que permitem a avaliação de grande número de examinandos nas mesmas condições, passaram a se constituir em fatores favorecedores para a utilização intensiva, em todo o mundo, dos métodos envolvendo pacientes simulados. Em especial, a proposta de re-introdução, no final do século XX, de exame prá-tico com paciente padronizado pelo National Board of Medical Examiners dos Estados Unidos da Amé-rica, empregando modelo estruturado e padronizado para a fase 2 da etapa clínica 10 , constituiu um importante fator de difusão deste recurso, uma vez que esta medida foi precedida por amplo programa de pesquisa sobre suas características.…”

Letters to the editor

“…This recognition builds on the identification by Harden et al (1984) of five reasons to support the inclusion of electives in the curriculum: coping with the overcrowded curriculum; providing students with increased responsibility to further their own learning; facilitating career choice by students; meeting students' individual aspirations; bringing about attitude change. Our process has identified additional reasons.…”