Özet:

Dokuz Eylül University School of Medicine has made a fundamental change in its curriculum from traditional to problem-based in the 1997-1998 academic year. The SPICES model was adopted when designing the new curriculum. The principal educational strategy in the first three years of undergraduate programme is problem-based learning. Task-based learning was adopted as a continuum for the clerkship years. The purpose of this study is to explore the perceptions and future expectations of tutors about the educational strategies of the school. Two identical Likert-type scales were composed of educational strategies in the SPICES model. Tutors were asked to mark each scale, first to express their present perceptions of existing educational strategies, and second their future expectations about these strategies. All of the ratings of items corresponding to educational strategies in the SPICES model were in favour of innovative strategies. The results showed faculty members’ positive thoughts about the school’s educational strategies and their support for the innovative strategies.

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