Using the SPICES model to develop innovative teaching opportunities in ambulatory care venues.
- Author:
John A DENT
1
Author Information
1. Association for Medical Education in Europe, UK. j.a.dent@dundee.ac.uk
- Publication Type:Editorial
- Keywords:
Ambulatory care;
Curriculum;
Teaching methods;
Logbooks
- MeSH:
Ambulatory Care*;
Curriculum;
Humans;
Learning;
Problem Solving;
Schools, Medical;
Spices*;
Teaching
- From:Korean Journal of Medical Education
2014;26(1):3-7
- CountryRepublic of Korea
- Language:English
-
Abstract:
It is possible to begin new teaching opportunities in a variety of ambulatory care venues and design these teaching and learning programmes using the SPICES approach to curriculum reform. In an ambulatory care teaching programme it is possible to stimulate more student-centred learning and to move away from clinician-focused teaching. Opportunities for integrated learning and problem solving can be provided and an inter-professional approach fostered. Learning in the clinical context can be structured to meet both students' needs and curriculum requirements. Finally, opportunities for elective studies can be taken by students with a particular interest in a topic encountered. Developing a new teaching programme in an ambulatory care venue provides an opportunity to introduce elements of the SPICES approach to learning. The new programme created can be a model of innovative teaching in a medical school wishing to develop a revised undergraduate curriculum.
