SPICES Model as a curriculum design has been accepted around the Globe for Medical Training as a more efficient module than the traditional design which is presently being followed in many parts of this country.
This model is based on the fact that learning, especially adult learning becomes more meaningful when they are related to the problems which the learner  will face during their lifetime practice.
It has also been proved well beyond doubt by many educationist that small group learning leads to an active, interactive & long lasting learning.
In 1997, MCI recommended that the Institutions follow the SPICES model wherever & whenever possible.
The management therefore decided to introduce the curriculum recommended by the MCI, in a modified design to suit the SPICES model,  keeping in mind the topics framed by the council & examination pattern as prescribed by them, with the sole objective of producing doctors useful to the society.

Problem based Learning

A student when he turns a professional faces problems (medical conditions) in the society which he\she is to solve. It is therefore essential that a student learns by focusing on these problems which becomes his challenge, later in life.
Every module has a problem defined to which the student associates his learning.
The student is taught to link the relevance of the basic sciences to a clinical problem from day one of his course.

Normally  a student compartmentalizes his learning in the different subjects that he is trained in, during a  medical course. An integrated approach  makes the student  realize that the human being is a whole of all the disciplines & trains him\her tolink the subjects with one another in a sequential manner.

In the present recommended system of learning the subjects are integrated both horizontally & vertically (wherever possible) through the first year of his learning. The same problem will be carried on by him throughout the course to which knowledge & skills in the other relevant areas will be added.

The subjects will be developed systematically from simple to complex & from basics to clinical application.

The students will be divided into groups of ten.
Each group will have a facilitator.
The Facilitators have been trained on their role for small group learning.
Each group will have a flip chart, black board, specimen related to the problem, Ref. books & other charts & CDs
The modules on the problems covering one system will be given to the students earlier.
4 hrs a day will be allotted for small group learning.
The students will be guided to manage this time in self learning, discussions among themselves, using the available aids & to answer the questions raised at the end of each module.
Plenary will be organized at the end of each module  for the whole group of students by the faculty, to clarify the studentâs doubts & to add relevant points that were missed. The Faculty during this session makes sure that the students have learnt the relevant areas needed to solve the problem.
The Facilitators will closely  monitor the progress of every student in their group.
The students written answers will be graded & this will be a part of continuous assessment.
Once one  system is  completed by this methodology an OSPE\OSCE will be conducted to assess the knowledge, skill & attitude of the candidates which in addition to being a part of continuous assessment will help enhance learning.
A theory examination as per the guidelines of the MCI will also be conducted in each of the subjects (also included in the continuous assessment).
All the systems will be covered  accordingly.