Pediatric Course Evaluation Based on SPICES Model: A step toward student centered curriculum
Rehab Faisal Lafta1 and Ali Tareq Abdul Hasan2
1 Medicine College, Babylon University, Babylon, Iraq.
2 Dentistry College, Karbala University, Karbala, Iraq.
Objective: The quality of health care services available to the public depend on the education and training of health professional students . In our study we show the need to induce paradigm shift in undergraduate medical curriculum to ensure graduating reflective competent doctors. We use Harden Spice model as an example of new integrated curriculum. We focus on one of its essential education strategy that is student-centered against teacher-centered in the traditional curriculum the Aim is to compare between the new SPCES model of instruction and the traditional one. Methods: in pediatric clinical session for Sixth year medical students, there were 16 medical students (14 females and 2 males) during the traditional session (teacher-centered), all the information were delivered to them were completely true except one subject, which was intended to be a very important and completely wrong to be the point by which we test the old instructional design. Results: Our pilot study show that in teacher-centered instructional design, the possibility of graduating doctors with wrong information is high. Wrong information received uncritically by the students may be passed over during exam and the result is that the students pass the exam successfully even though they had wrong information. Conclusion: Adopting Curriculum reform is mandatory to ensure graduating competent, reflective doctors who can practice medicine in professional way .It is not just for the sake of quality assurance and accreditation agency pressure but it is our social and academic accountability toward our community and its health.