The continuing use of the SPICES model in ‘SAVOURING’ curriculum development

Abstract

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.