Challenges Faced in Implementing SPICES Model at Moi University College of Health Sciences, Eldoret, Kenya

Abstract

Background: The foundation of SPICES Model of teaching and learning is in its facilitation skills and resources which are vital to student learning. SPICES Model is a mode of teaching in the undergraduate medical curriculum at the Moi University College of Health Sciences. Objectives: The objective of this study was to outline the challenges facing innovative teaching and learning method at the College of Health Sciences. Methods: 274 students, 65 lecturers and 9 administrators were recruited into the study. Self-administered questionnaires with both qualitative and quantitative were used in data collection. Questionnaire utilized a five point 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) was 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: 58 (23%) of students said that the program is confusing; rarely do we know what is expected of us. Others, 72 (29%) said it demands a lot from the student; while 58 (23%) hold the view that this system gives excuse to the lazy lecturers to avoid going to class to teach in the name of the students doing self-directed learning. Sixty two students (25%) think that tutorials are overcrowded. Majority of the lecturers 40 (62 %) said that SPICES Model is not improving with a large number of them 26 (40 %) saying all members of staff should be re-trained on SPICES Model of teaching and learning in order to improve it, however some of them 5(8 %) wanted SPICES Model to be abolished. There was no statistical significance between the number of years the lecturers who have been teaching and whether SPICES Model was improving or not as the p-Value ( 0.138) this result was not statistically significant at p < 0.05. Conclusions: The main challenges were the inadequate teaching and learning resources and training in SPICES Model of teaching and learning to both staff and students. There is overcrowding in all courses in the College, to mitigate on that, management should consider reducing intake until such a time that new facilities are in place. Recommendations: The college should organize annual workshops; separately for both students and lecturers to refresh on SPICES Model of teaching and learning and this will increase acceptability of this program moreover there is need to increase teaching and learning resources; such as teaching space, laboratories and library; whiteboard, LCD projectors, computers, e-books and internet connectivity and reduce intake until such a time that new facilities are in place.