The continuing use of the SPICES model in 'SAVOURING' curriculum development.

The SPICES model, described by Harden, Sowden, and Dunn in 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. During almost 40 years now the SPICES model has achieved international recognition as a key approach to curriculum development.

Using the SPICES model to develop innovative teaching opportunities in ambulatory care venues.

It is possible to begin new teaching opportunities in a variety of ambulatory care venues and design these teaching and learning programmes using the SPICES approach to curriculum reform. In an ambulatory care teaching programme it is possible to stimulate more student-centred learning and to move away from clinician-focused teaching. Opportunities for integrated learning and problem solving can be provided and an inter-professional approach fostered.

Twelve tips for developing and maintaining a simulated patient bank.

Simulated patients have become almost indispensable in the education and training of health care professionals. Their contribution to the creation of a safe, yet realistic, learner centred environment is invaluable. Their support in enabling learners at all stages of their professional careers to develop both competence and confidence through repeated practice helps to ensure that learning from real patients can be maximized.

Can a dedicated teaching and learning environment in ambulatory care improve the acquisition of learning outcomes?

Current trends in undergraduate medical education are moving away from traditional ward based learning to ambulatory care teaching. We wanted to know whether students gain more learning outcomes from a dedicated ambulatory teaching environment than a conventional outpatient clinic. A comparative evaluation study using a semi-structured student questionnaire and a structured patient questionnaire was performed.

AMEE Guide No 26: clinical teaching in ambulatory care settings: making the most of learning opportunities with outpatients.

Increasing student numbers and changes in healthcare delivery are making inpatient settings less ideal for teaching undergraduate students. As the focus of healthcare provision shifts towards ambulatory care, increasing attention must now be given to developing opportunities for clinical teaching in this setting. This Education Guide describes the opportunities to be made available by introducing clinical teaching into ambulatory care venues not usually used for undergraduate teaching as well as different models for maximizing student/patient interaction in traditional outpatient clinics.

Twelve tips for developing a clinical teaching programme in a day surgery unit.

Healthcare policy in the UK is moving towards an expansion in day care services. As it becomes increasingly difficult to deliver clinical teaching to undergraduates in traditional inpatient venues, opportunities must be sought in ambulatory care. The proposed increased activity of day surgery units provides one such resource for the development of a structured clinical teaching programme.

Hemiarthroplasty for severe fractures of the proximal humerus.

Twenty-two patients were followed up at a mean of 33 months after hemiarthroplasty for proximal humeral fractures. Of these, 13 underwent surgery within 30 days of injury and 9 after a mean of 13 months. Outcome was assessed by pain, range of motion, function, stability, and strength.

Information-sharing strategies to support practising clinicians in their clinical teaching roles.

If the involvement of practising clinicians in undergraduate clinical teaching is to be retained, strategies that inform them of student expectations and show how their contribution can be integrated to the wider clinical teaching programme must be identified. A variety of information-sharing strategies has been designed and used to communicate with clinicians teaching in Phase 2 of the undergraduate medical curriculum in Dundee. Evaluation of these by the clinical teaching staff has indicated that briefing by students, posters and tutor manuals are more successful information-sharing strategies than formal staff-development sessions.

Current trends and future implications in the developing role of clinical skills centres.

Clinical skills centres (CSCs) have contributed significantly to undergraduate medical education. Using alternative venues for training in communication skills, clinical examination and practical procedures they avoid jeopardising patient-care in traditional clinical settings. Using simulation they enable tutors to structure learning opportunities, provide standardized and reproducible experiences and create learner-centred environments where mistakes are permissible.