Harden R M, Sowden S, Dunn W R
Med Educ. 1984 Jul;18(4):284-97. doi: 10.1111/j.1365-2923.1984.tb01024.x.
Six education strategies have been identified relating to the curriculum in a medical school. Each issue can be represented as a spectrum or continuum: student-centred/teacher-centred, problem-based/information-gathering, integrated/discipline-based, community-based/hospital-based, elective/uniform and systematic/apprenticeship-based. The factors supporting a more towards each end of the continuum are presented for each strategy. Newer schools tend to be more to the left on the continuum, established schools more to the right. Each school, however, has to decide where it stands on each issue and to establish its own profile. This SPICES model of curriculum strategy analysis can be used in curriculum planning or review, in tackling problems relating to the curriculum and in providing guidance relating to teaching methods and assessment.
已确定与医学院课程相关的六种教育策略。每个问题都可以表示为一个范围或连续体：以学生为中心/以教师为中心、基于问题/信息收集、综合/基于学科、基于社区/基于医院、选修/统一以及系统/学徒制。针对每种策略，列出了支持更趋向连续体两端的因素。较新的学校在连续体上往往更偏左，老牌学校则更偏右。然而，每所学校都必须决定自己在每个问题上的立场，并确立自身形象。这种课程策略分析的SPICES模型可用于课程规划或评估、解决与课程相关的问题以及提供有关教学方法和评估的指导。
