HARDEN’S SPICES MODEL FOR BIOCHEMISTRY IN MEDICAL CURRICULUM

LIFE: International Journal of Health and Life-Sciences

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Field Value
 
Title HARDEN’S SPICES MODEL FOR BIOCHEMISTRY IN MEDICAL CURRICULUM
 
Creator Sathaananthan, T.
 
Subject SPICES Model
Biochemistry
Teaching and Learning
Student-Centered Learning.
 
Description The SPICES model of educational strategies remains a key tool for reforming and organizing the undergraduate medical curriculum. The key elements promoted in the SPICES model, student-centred learning, problem-based learning, integrated or inter-professional teaching, community based education, elective studies, and a systematic or planned approach, are now widely shared and accepted. Introducing new learning opportunities in Biochemistry teaching and learning activities provides an opportunity to use the SPICES model to develop an innovation. It is possible to visualize a curriculum by plotting it on the SPICES spectrum and observing whether its use of any of the six strategies is more to one end of the spectrum than the other. This paper present the SPICES model for Biochemistry can be modified as Student centred, Practical Based (in Laboratory), Integrated, Clinical Oriented, Elective. Article DOI: https://dx.doi.org/10.20319/lijhls.2016.s31.95104 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
 
Publisher Global Research & Development Services Publishing
 
Date 2017-01-01
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://grdspublishing.org/index.php/life/article/view/245
10.20319/lijhls.2016.s31.95104
 
Source LIFE: International Journal of Health and Life-Sciences; Vol 3 No 1 (2017): Special Issue
2454-5872
 
Language eng
 
Relation https://grdspublishing.org/index.php/life/article/view/245/3399
 
Rights Copyright (c) 2017 Author(s)
 

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