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Abstract:
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The purpose of this study was to assess the perception and preference of
the SPICES model among students at the Moi University College of Health Sciences. We
can define innovative teaching and learning method or the SPICES model as a program or
series of events which the teacher implements to assist the student to remain focused on
what that individual is doing. Problem-based learning is considered superior to the lecturebased
learning due to long-term retention of knowledge, development of generic skill and
attitudes. This study looked into the students’ views of problem-based learning versus
lecture-based learning in Moi University College of Health Sciences.
Methods: 274 students were divided to School of Medicine, School of Public Health,
School of Nursing and School of Dentistry as per their number of students in each school.
Self-administered questionnaires were used in quantitative data collection while in-depth
interviews quantitative were used in qualitative data collection. A reliable and valid
questionnaire utilized a five-point forced Likert scale (1-Totaly disagree, 2-Disagree, 3-Not
Sure 4-Agree, and 5-Totally Agree). Cronbach’s alpha, median and inter-quartile range
(IQR) were calculated in SPSS 22.P-value less than or equal to 0.05 was taken as
statistically significant. Ethical approval was obtained from the Institutional Review and
Ethics Committee (IREC) of Moi University and Moi Teaching and Referral Hospital.
Results: The response rate among students was 250 (91%) out of 274 who were given
questionnaires. Majority of the students 179 (72 %) preferred SPICES model compared to
71 (28 %) who preferred lecture method of learning. A chi-square test to determine the
measure of association between schools and preference of Problem Based Learning and
Lecture method of learning showed no statistical significance with a P-value of 0.092; at p <
0.05.
Conclusions: Problem based learning is fun, provides contextual learning and imparts long
-term retention of knowledge through students’ active participation in a small group. It also
promotes generic skills and self-directed life-long learning. |