The Promise of the New Educational Strategy for Curriculum Development (SPICES) Model on the Development of Students' Clinical Reasoning Ability. A Comparative Cross-Sectional Study.
Ethiopia
SPICES model Curriculum
clinical reasoning skills
midwifery
post-partum hemorrhage
Journal
Advances in medical education and practice
ISSN: 1179-7258
Titre abrégé: Adv Med Educ Pract
Pays: New Zealand
ID NLM: 101562700
Informations de publication
Date de publication:
2022
2022
Historique:
received:
18
10
2021
accepted:
07
01
2022
entrez:
24
1
2022
pubmed:
25
1
2022
medline:
25
1
2022
Statut:
epublish
Résumé
Clinical reasoning skills are a core competency that must be taught at all levels of health-care education. In the last decade, several health professional education curricula in Ethiopia have been redesigned with the goal of improving student competence in key health-care delivery skills. Despite the fact that some academic programs followed the conventional educational strategy, a significant number of academic programs adopted a new educational strategy for curriculum development: Student-centered, Problem-based, Integrated, Community-based, Elective, and Systematic (SPICES) model. More empirical evidence, however, is required to determine whether the new curricular approach is effective in improving students' clinical reasoning. The purpose of this study is to determine whether the new educational strategy for curriculum development improves the clinical reasoning ability of midwifery students when compared to a peer institution that follows a traditional curriculum. A comparative cross-sectional study was conducted to compare the clinical reasoning skills of midwifery students who completed the new curricular approach versus students who completed a traditional curriculum. A Script Concordance Test (SCT) was used to collect data. The mean SCT score and an independent two-sample A total of 77 final-year midwifery students participated (38 from the new and 39 from the traditional curriculum approach). Midwifery students who completed the new and conventional curriculum approaches had mean clinical reasoning SCT scores of 0.7 (SD = 0.35) and 0.53 (SD = 0.37), respectively. There was a statistically significant difference in the overall mean SCT score between the two study groups in terms of clinical reasoning skills (p = 0.008). Our study found that the new SPICES model curricular approach is promising in fostering the development of clinical reasoning skills of Midwifery students in managing PPH.
Identifiants
pubmed: 35068943
doi: 10.2147/AMEP.S344933
pii: 344933
pmc: PMC8769052
doi:
Types de publication
Journal Article
Langues
eng
Pagination
71-79Informations de copyright
© 2022 Misganaw et al.
Déclaration de conflit d'intérêts
The authors report no conflicts of interest in this work
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