Application of selected components of “SPICES” model as teaching-learning method in pharmacology

Abstract

This study evaluates the performance of the students on rational prescribing. Three modules were developed and validated by an expert panel. These modules were applied in two medical colleges (intervention group) and other two medical colleges were taught in traditional approach (control group). Marks obtained in first and second assessment, in ‘student-centered learning’ approach were 28.34 ± 3.38 and 23.65 ± 4.18 (out of 35) respectively, in ‘problem-based learning’ approach were 38.15 ± 1.50 and 32.00 ± 2.37 (out of 40) respectively and in ‘integrated learning’ approach were 32.00 ± 1.79 and 28.84 ± 2.03 (out of 40) respectively. In all cases, marks obtained in the intervention arm is significantly (p<0.01) higher than the control. The marks obtained in first assessment was significantly (p<0.05) reduced in the second assessment in all groups. The present study revealed that student-centered, problem based, and integrated learning approaches are more effective than traditional method.