The document describes the SPICES model for developing or reviewing curriculums. The SPICES model evaluates curriculums based on 6 dimensions: Student-centered vs Teacher-centered, Problem-based vs Information-gathering, Integrated vs Discipline-based, Community-based vs Hospital-based, Elective vs Uniform, and Systematic vs Apprenticeship-based. For each dimension, it provides descriptions of each approach and factors to consider to determine where the curriculum currently sits and where improvements could be made.
The document describes the SPICES model for developing or reviewing curriculums. The SPICES model evaluates curriculums based on 6 dimensions: Student-centered vs Teacher-centered, Problem-based vs Information-gathering, Integrated vs Discipline-based, Community-based vs Hospital-based, Elective vs Uniform, and Systematic vs Apprenticeship-based. For each dimension, it provides descriptions of each approach and factors to consider to determine where the curriculum currently sits and where improvements could be made.
The document describes the SPICES model for developing or reviewing curriculums. The SPICES model evaluates curriculums based on 6 dimensions: Student-centered vs Teacher-centered, Problem-based vs Information-gathering, Integrated vs Discipline-based, Community-based vs Hospital-based, Elective vs Uniform, and Systematic vs Apprenticeship-based. For each dimension, it provides descriptions of each approach and factors to consider to determine where the curriculum currently sits and where improvements could be made.
Ramesh Mehay, Course Organiser, Bradford Vocational Training Scheme
DEVELOPING A CURRICULUM USING THE SPICES MODEL
AFTER HARDEN ET AL 1984 (UNIV. DUNDEE) Purpos o! "# SPICES $o%&' 1. to revew an exstng currcuum to see where mprovements can be made 2. to deveop a new currcuum from scratch 3. to tacke specc questons or ssues reatng to a currcuum 4. to hep decde on what sort of teachng methods to use on a course 5. decde what format the assessment shoud take M($o()* S student centred vs teacher centred T P probem based vs nformaton gatherng I I ntegrated vs dscpne based D C communty based vs hospta based H E eectve vs unformed/standard U S systematc vs apprentceshp A Ho+ "o Do I"' You need to map out on the charts where you are now and where you fee you need to be. There s no such thng as an dea pace to be; t vares and depends on the ams and ob|ectves of your course. Sde the green arrow to where you are now. Sde the orange star to where you woud ke to be. Then try and st some possbe reastc methods of change that woud enabe a move towards the dea (orange star).
STUDENT CENTRED , TEACHING CENTRED
student centred teacher centred SUMMAR- Learners nvoved n currcuum desgn Teachng content based on earners agenda Leaner centre methods used eg sma group work Expert outsde speakers/resources tte used Encourages sef drected earnng Requres hard work to organse (and can be expensve) Factators may need nstructon and tranng SUMMAR- Teaches desgn the currcuum Teachng content prescrbed by teachers on bass of what they fee earners shoud know Largey dctatora eg ectures Expert resources often used (and often dever on ther own agenda!) Encourages a st and sten approach Easy to organse (and cheap) Most ecturers are used to ths mode FACTORS .HICH SUPPORT A MOVE TO.ARDS THAT END OF THE SPECTRUM Most of the emphass s on the earner Most teachers are famar wth ths method - no extra tranng costs etc Increases earner motvaton Fewer demands on teachers (one type of teachng method rather than a whoe repertore of sks to be acqured) Prepares earners for feong sef drected educaton Learners are used to ths method too (schoo, undergraduate) PRO/LEM /ASED VS INFORMATION GATHERING Problem based information gathering Ramesh Mehay, Course Organiser, Bradford Vocational Training Scheme SUMMAR- Rds the rreevance of the mounds of knowedge whch earners have to acqure nvove patent probem scenaros, heath care devery probems and ethca ssues deveopment of an ntegrated body of knowedge that s deeper, more ehectve, and has greater content reevance n the approprate context Core messages of a dscpne mght be mssed wth ths approach SUMMAR- Rds the rreevance of the mounds of knowedge whch earners have to acqure Superca knowedge whch soon becomes out of date Enabes each dscpne to convey ts core messages FACTORS .HICH SUPPORT A MOVE TO.ARDS THAT END OF THE SPECTRUM Heps deveop probem sovng sks Understandng the fundamentas and vocabuary of each dscpne Heps deveop an ntegrated body on useabe knowedge The deveopment of a ogca progresson of concepts n a dscpne Actve partcpaton of the earner Learners may fee nsecure wth the prevousy un-encountered "probem based approach" Heps dea wth an overcrowded currcuum; hghghts concepts rather than knowedge INTEGRATED VS DISCIPLINE /ASED integrated discipline based SUMMAR- Integraton between the varous dscpnes - e how they reate to each other SUMMAR- Learners have to gure out the ntegraton bt themseves key concepts of a dscpne are conveyed whch may otherwse be ost n an ntegrated approach FACTORS .HICH SUPPORT A MOVE TO.ARDS THAT END OF THE SPECTRUM Reduces fragmentaton of courses Content and fundamentas of a dscpne may be mssed by the other approach Motvates earners and shapes atttudes by beng abe to apprecated reevance of what s beng studed Better teachng as teachers are teachng sub|ects they have a ove for Improves educatona ehectveness of the teachng because what s taught s reevant Teachers may be used to ths method and therefore more comfortabe Hgher eve ob|ectves (ess focus on knowedge acquston) Integrated teachng can have an adverse ahect of student career gudance (f earners dont see departments, how can they decde what they want to be?) Promotes stah communcaton and coaboraton as departments are beng ntegrated Ratonases teachng resources - experts from dherent facutes but wth the same ed nterest are brought together (teachng by approprate peope) COMMUNIT- /ASED VS HOSPITAL /ASED community based hospital based SUMMAR- Drect contact wth the communty the earners are beng taught to serve See a wde varety of condtons at a wde varety of stages SUMMAR- See ony a sma subsecton of the communty See specased dseases usuay n extrems Soca and economc aspects of ness often gnored Ramesh Mehay, Course Organiser, Bradford Vocational Training Scheme Learners earn about the soca and economc aspect of ness Learners see patents n ther own homes No consderaton of the patents envronment Can provde focused nstructon n specased areas FACTORS .HICH SUPPORT A MOVE TO.ARDS THAT END OF THE SPECTRUM Provdes communty orentaton Much easer to organse than communty based teachng The communty provdes usefu earnng experences eg contnuty of care, whch cannot be seen n hosptas The teachers n hosptas are aready there. Must need a carefu seecton procedure for seectng teachers from the communty! Makes use of untapped resources - as doctor numbers ncrease, rather than ncreasng hospta teachng factes - how about ncreasng communty teachng resources. The number of patents n the communty s endess! Experenced ganed n the hospta context - a concentrated form of experence of dsease than can be ganed n the communty Avods student wse patents - who know what to say Enabes earners to expore specast medcne as a career Introduces earners to the heath care system - patterns of devery, manpower, economcs, decson makng, quaty contro, heath resources. ELECTIVE VS UNIFORM elective uniform SUMMAR- Aows currcuar exbty Enabes earners to expore further nterests n more detas; matchng to the earners needs Can see heath devery n a state esewhere (secondments) Promotes sef drected earnng SUMMAR- Standard programme through whch a must go through No such opportunty. But does provde "core" experence whch s prescrbed. FACTORS .HICH SUPPORT A MOVE TO.ARDS THAT END OF THE SPECTRUM Eectves are a good way of deang wth an overcrowded currcuum (too much medca knowedge these days! Learners can now dentfy and tacke areas n whch they fee they are decent. Eectves can overoad teachers wth work- may overburden an aready heavy burdened facuty Eectves provde earners wth ncreased responsbty for ther own earnng Eectves can ahect other course work Eectves can factate career choces by earners Probem of assessment wth eectves Eectves can meet ndvdua earner aspratons Some beeve eectves are better taken after quacaton (when earners are easer to engage????) Eectves can brng about an atttude of change n earners S-STEMATIC VS APPRENTICESHIP /ASED systematic apprenticeship SUMMAR- Tranng s more dened and structured eg a checkst of the type of condtons that must be seen and managed (or rotatng through speced specates) Core competences dented and abeed Teachng s structured and organsed SUMMAR- Learners exposed to a far proporton of the patents that pass through the system over a xed perod of tme Over tme, earners may see a fary representatve sampe of probems they are expected to dea wth Ramesh Mehay, Course Organiser, Bradford Vocational Training Scheme Many teachers may be nvoved; deveopng a 1-1 reatonshp mght prove dmcut Better for revadaton and accredtaton purposes What s taught depends on the decences dented based on what has come through Teachng s argey opportunstc; some say t shoud not be eft to chance. Heps bud a cose 1-1 reatonshp between earner and teacher and yeds a sense of beongng to the earner FACTORS .HICH SUPPORT A MOVE TO.ARDS THAT END OF THE SPECTRUM Learners need to be exposed to a varety and range of heath probems Organsatona advantages - foows the servce commtments of those aready nvoved Enabes competences to be dened and ratonased - what s essenta and what s not Contnuty of teachng and sense of beongng on the part of the earner s mantaned Aso ratonases tme - earner can become competent and condent wth the east waste of tme and resources DISCUSSION Athough the poston on the SPICES contnuum s often carred out by the teacher, t woud be worthwhe repeatng ths wth other stakehoders on your scheme (other traners and earners for exampe. How much do your perceptons dher?). REFERENCES Further readng : (strongy recommended) Harden et a (1984) Educatona Strateges n Currcuum Deveopment : The Spces Mode, ASME Medca Educaton Booket No. 18, Frst Pubshed n Medca Educaton (1984) Voume 18, No 4, 284-297