Evaluation of curriculum using SPICES model at the College of Medicine

Mahmoud, Syed and Bin-Jaliah, Ismaeel and Al-BinAli, Ali and Kumar, Ashish and Al-Fifi, Suliman (2009) Evaluation of curriculum using SPICES model at the College of Medicine. In: The Fifth Annual Medical Research Day at King Khalid University, June 2009, King Khalid University, Abha, Kingdom of Saudi Arabia.

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Abstract|ملخص البحث

Medical schools have recognised the importance of evaluating academic curricula to keep up with dynamic changes in the field of medical education. The present study used the SPICES model of curriculum development and evaluation as a tool to evaluate the undergraduate medical curriculum in following areas: - Student centred learning vis -`a - vis Teacher centred learning - Integrated teaching vis - `a - vis Discipline based teaching - Evaluation of problem based learning being practiced in different departments with reference to its quality. Information was obtained from various questionnaires and interviews. The questionnaires were prepared using different guides and published literature on medical education. Subjective graded responses of faculty members and the departmental chairmen regarding the practice of student centred, integrated and non-traditional teaching methods were elicited. The compiled responses from all the respective departments were statistically analysed subsequently. An average of 43.5% of student centred learning (SCL), 41% of Integrated teaching (IT) and 19% of Non traditional teaching (NTT) is being employed in different departments of the college of medicine. Community Medicine, Physiology and Pathology departments are practising more student centred learning while Microbiology, Gynaecology, Community medicine departments are practising more integrated teaching. The results suggests that the college of medicine is currently carrying out traditional teacher centred, discipline based and information oriented teaching along with considerable amount of student centred, integrated and problem based teaching methods. Although the problem based learning is proportionately very small in practice but in general, its quality is better in the clinical departments as compared to the basic sciences departments

Item Type|تصنيف النتاج العلمي: Conference or Workshop Item | مؤتمرات وورش عمل (Lecture)
Subjects | مجال موضوع النشر: Education
Medicine and Surgery
Divisions | الكلية: College of Medicine > Physiology
Depositing User: Prof. Ismaeel Bin-Jaliah
Date Deposited: 23 Dec 2018 10:13
Last Modified: 23 Dec 2018 10:13
URI: http://eprints.kku.edu.sa/id/eprint/4115

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