Time to Change the Undergraduate Curriculum at the College of Medicine, Taibah University in Terms of SPICES Model

Abstract

Aims: The modern educators have minimized didactic teaching by lectures, as outdated spoon feeding that dampens creative thinking and keeps the student away from reflective practice and lifelong learning. There are diverse ways for delivering medical curriculum ranging from teacher-centered and isolated blocks to the student-centered and integrated curriculum. This study aims to review the existing undergraduate curriculum of the College of Medicine at Taibah University (CMTU) Almadinah Almunawwarah Saudi Arabia (SA) and outlines the guidelines for a change in the existing curriculum in terms of Student-centered, Problem-based, Integrated, Community-oriented, Elective driven and Systematic (SPICES) model. Study Design: Cross sectional study. Place and Duration of Study: CMTU, between September 2010 and August 2011. Methodology: CMTU started with the traditional curriculum and recently, there are well-structured modifications taken as initial steps towards a more integrated and systematic curriculum. The curricula of preclinical and clinical disciplines were analyzed in terms of SPICES model; course contents, organization of the course, delivery of the course contents, teaching strategies, learning styles of the students, and integration among different courses. Results: The undergraduate medical curriculum of CMTU stands on the right-side, which does not correspond to the desired left-sided paradigm on the SPICES model. Conclusion: The study critically analyzes the existing curriculum for the undergraduate medical students and reflects the need for ratifications, based on modern teaching strategies and community needs.