Evaluating the effectiveness of the SPICES model in enhancing students' learning experience in social medicine and public health field training at jiroft university of medical sciences, Iran.
4 affiliations
- 1Health Education and Promotion, Department of Public Health, School of Health, Jiroft University of Medical Sciences, Jiroft, Iran.
- 2Health Education and Promotion, Department of Public Health, School of Health, Jiroft University of Medical Sciences, Jiroft, Iran. [email protected].
- 3Health Education and Health Promotion, Department of Public Health, School of Health, Jiroft University of Medical Sciences, Jiroft, Iran and Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Science, Kerman, Iran. [email protected].
- 4Student Research Committee, Sirjan School of Medical Sciences, Sirjan, Iran.
Abstract
Background
Although the SPICES framework is well established for guiding curriculum renewal in medicine, its real-world application within Social Medicine placements and Public Health practicums has not been thoroughly investigated-particularly in Iran. In our context, these courses still rely heavily on traditional, lecture-driven formats and hospital-based activities, which leave little room for active engagement with communities. To tackle this gap, we designed an intervention aligned with the six core SPICES principles-Student-centeredness, problem-solving, integration, community orientation, flexibility, and structured delivery-and set out to assess whether it would shift how students perceive their learning experience.Methods
We conducted a single-group quasi-experimental pre-post study among undergraduate medical and public health students at Jiroft University of Medical Sciences (2023-2025). Ninety-five students were enrolled, and 86 completed both pre- and post-intervention assessments and were included in the final analysis. A validated 62-item questionnaire was completed before and after the intervention. Paired t-tests, Cohen's dz, and eta squared (η²) were used for analysis.Results
Of the 95 enrolled students, 86 completed both assessments and were included in the final analysis. The primary outcome showed a significant increase in the overall SPICES score from 155.36 ± 27.39 to 228.13 ± 19.90 (P < 0.001), corresponding to a very large educational effect (Cohen's dz = 1.972, η² = 0.797). Secondary outcome analyses demonstrated significant improvements across all six SPICES domains (all P < 0.001). The largest effects were observed for Community-based (dz = 1.86), Elective (dz = 1.78), and Integrated learning (dz = 1.37), while Problem-based (dz = 0.98), Student-centered (dz = 0.95), and Systematic learning (dz = 0.66) also showed substantial improvements.Conclusion
The SPICES-based educational intervention produced a substantial improvement in the overall SPICES score, indicating its effectiveness as a comprehensive approach to curriculum reform. Significant improvements across all six SPICES domains, particularly in community-based, elective, and integrated learning, suggest that incorporating SPICES principles into internship and field training can enhance students' educational experiences and support Student-centered curriculum development.
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BibTeX
@article{faryabi2026evaluating,
title = {{Evaluating the effectiveness of the SPICES model in enhancing students' learning experience in social medicine and public health field training at jiroft university of medical sciences, Iran.}},
author = {Reza Faryabi and Ehsan Movahed and Alireza Yusefi},
journal = {BMC medical education},
year = {2026},
month = aug,
doi = {10.1186/s12909-026-10061-9},
url = {https://europepmc.org/article/MED/42958538},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - Evaluating the effectiveness of the SPICES model in enhancing students' learning experience in social medicine and public health field training at jiroft university of medical sciences, Iran.
AU - Reza Faryabi
AU - Ehsan Movahed
AU - Alireza Yusefi
PY - 2026
DA - 2026/08/03
JO - BMC medical education
DO - 10.1186/s12909-026-10061-9
UR - https://europepmc.org/article/MED/42958538
AB - Background Although the SPICES framework is well established for guiding curriculum renewal in medicine, its real-world application within Social Medicine placements and Public Health practicums has not been thoroughly investigated-particularly in Iran. In our context, these courses still rely heavily on traditional, lecture-driven formats and hospital-based activities, which leave little room for active engagement with communities. To tackle this gap, we designed an intervention aligned with the six core SPICES principles-Student-centeredness, problem-solving, integration, community orientation, flexibility, and structured delivery-and set out to assess whether it would shift how students perceive their learning experience.Methods We conducted a single-group quasi-experimental pre-post study among undergraduate medical and public health students at Jiroft University of Medical Sciences (2023-2025). Ninety-five students were enrolled, and 86 completed both pre- and post-intervention assessments and were included in the final analysis. A validated 62-item questionnaire was completed before and after the intervention. Paired t-tests, Cohen's dz, and eta squared (η²) were used for analysis.Results Of the 95 enrolled students, 86 completed both assessments and were included in the final analysis. The primary outcome showed a significant increase in the overall SPICES score from 155.36 ± 27.39 to 228.13 ± 19.90 (P < 0.001), corresponding to a very large educational effect (Cohen's dz = 1.972, η² = 0.797). Secondary outcome analyses demonstrated significant improvements across all six SPICES domains (all P < 0.001). The largest effects were observed for Community-based (dz = 1.86), Elective (dz = 1.78), and Integrated learning (dz = 1.37), while Problem-based (dz = 0.98), Student-centered (dz = 0.95), and Systematic learning (dz = 0.66) also showed substantial improvements.Conclusion The SPICES-based educational intervention produced a substantial improvement in the overall SPICES score, indicating its effectiveness as a comprehensive approach to curriculum reform. Significant improvements across all six SPICES domains, particularly in community-based, elective, and integrated learning, suggest that incorporating SPICES principles into internship and field training can enhance students' educational experiences and support Student-centered curriculum development.
SN - 1472-6920
ER -