The SPICES model, described by Harden, Sowden, and Dunn in Medical Education 1984, presents a way of re-focussing a traditional curriculum by the addition of various educational strategies or 'SPICES'. These 'SPICES', Student-centred learning, a Problem-based approach, Integrated learning, Community-based education, Elective elements, and a Systematic approach meet perceived deficiencies in a conventional teaching programme and can contribute to the delivery of a reformed curriculum which addresses the educational needs of contemporary healthcare professionals.
The evidence: During almost 40 years now the SPICES model has achieved international recognition as a key approach to curriculum development. Its importance in the design, delivery, and audit of a curriculum remains relevant today as is evidenced by:• The number of citations in the medical education literature.
• Its inclusion as a key element of curriculum development in standard texts of medical education.
• Its prominence as a component of established Certificate, Diploma and Masters courses in medical education.
• The number of presentations or posters on curriculum development in the annual AMEE conference.
• The international reports of its use in the design and delivery of a curriculum.
• The international reports of its use in individual course design.In curriculum design for other healthcare disciplines.
• In its role in curriculum auditing and reform.
The continuing usefulness: This article revises the principles of the SPICES model. It reflects on examples of its continuing international use; its use for curriculum design and development in a variety of healthcare disciplines; and its role in curriculum audit and revision. It also comments on some of the suggested alternatives and modifications described.
|Number of pages||6|
|Publication status||E-pub ahead of print - 11 Jan 2023|
- Curriculum design
- staff development