Using the SPICES model to develop innovative teaching opportunities in ambulatory care venues
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It is possible to begin new teaching opportunities in a variety of ambulatory care venues and design these teaching and learningprogrammes using the SPICES approach to curriculum reform. In an ambulatory care teaching programme it is possible to stimulatemore student-centred learning and to move away from clinician-focused teaching. Opportunities for integrated learning and problemsolving can be provided and an inter-professional approach fostered. Learning in the clinical context can be structured to meet bothstudents’ needs and curriculum requirements. Finally, opportunities for elective studies can be taken by students with a particularinterest in a topic encountered. Developing a new teaching programme in an ambulatory care venue provides an opportunity tointroduce elements of the SPICES approach to learning. The new programme created can be a model of innovative teaching ina medical school wishing to develop a revised undergraduate curriculum.
Abstract
It is possible to begin new teaching opportunities in a variety of ambulatory care venues and design these teaching and learningprogrammes using the SPICES approach to curriculum reform. In an ambulatory care teaching programme it is possible to stimulatemore student-centred learning and to move away from clinician-focused teaching. Opportunities for integrated learning and problemsolving can be provided and an inter-professional approach fostered. Learning in the clinical context can be structured to meet bothstudents’ needs and curriculum requirements. Finally, opportunities for elective studies can be taken by students with a particularinterest in a topic encountered. Developing a new teaching programme in an ambulatory care venue provides an opportunity tointroduce elements of the SPICES approach to learning. The new programme created can be a model of innovative teaching ina medical school wishing to develop a revised undergraduate curriculum.
참고문헌 (10)
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