A Course Evaluation Tool Based on SPICES Model, and its Application to Evaluation of Medical Pharmacology Course

AUTHORS

Tahereh Changiz 1 , * , A Yousefy 2

1 Assistant professor, Educational Development Center, Isfahan University of Medical Sciences

2 Assistant professor, Medical Education Research Center, Isfahan University of Medical Sciences

How to Cite: Changiz T, Yousefy A. A Course Evaluation Tool Based on SPICES Model, and its Application to Evaluation of Medical Pharmacology Course, J Med Edu. 2006 ; 8(2):e105278. doi: 10.22037/jme.v8i2.748.

ARTICLE INFORMATION

Journal of Medical Education: 8 (2); e105278
Published Online: February 01, 2006
Article Type: Research Article
Received: November 01, 2005
Accepted: February 01, 2006
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Abstract

Background and purpose: The SPICES model has been proposed to be used both as a framework for quality improvement in medical education and as a guide for evaluation of curricula. The six strategies of SPICES are representatives of innovative approaches to medical education, and each one has been considered as a continuum. The present study models a theory-based questionnaire, based on SPICES, to be used as a course evaluation tool, through developing a conceptual model for eachcontinuum of the six.Methods: At the first step, operational definition and questionnaire development was performed as an extensive literature review and consensus building in a focus groups of experts .The content andface validity of questionnaire was confirmed. In the second phase-as a pilot -, the questionnaire was used for evaluation of Medical Pharmacology course at Isfahan University of Medical Sciences.Results: The results showed that Medical Pharmacology course located in the traditional end of SPICES continua according to the most aspects of the course.Conclusion: The pilot study showed that the questionnaire scale should be changed. Also it may be more feasible and valid if an item bank is prepared based on the proposed matrix and appropriate items are selected according to the general situation of the curriculum.

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  • © 2006, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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