فهرست مطالب soheyla ehsanpour

Continuous evaluation is necessary to achieve appropriate quality in educational programs. The aim of this study was to evaluate the doctoral program of medical education at Isfahan University of Medical Sciences based on the CIPP model.

This descriptive and educational evaluation study was conducted in 2020 at Isfahan University of Medical Sciences. The study population consisted of all heads of department, faculty members, students, and PhD graduates of medical education from 2010 to 2020 who were enrolled in the study by census method. The data collection tool was a researcher‑made questionnaire of CIPP evaluation model which was used when validity and reliability of them were confirmed. The data obtained from the questionnaires were analyzed in two levels of descriptive statistics of mean and standard deviation and inferential statistics one‑sample t‑test.

Based on the CIPP model, the mean evaluation scores from the perspective of the heads of department, faculty members, and graduates were 4.1 ± 0.1, 3.64 ± 0.42, and 3.33 ± 0.66, respectively, which were significantly higher than the average (P ≤ 0.05). However, the mean evaluation score was not significantly higher than the average from the viewpoint of the students (3.24 ± 1.17).

Based on the results of the study, the status of the doctoral course in medical education at Isfahan University of Medical Sciences was assessed as appropriate by the subjects of the study including the heads of department, faculty members, and graduates. It was not, however, acceptable according to the students. Based on the results, it is suggested that evaluation be done continuously and measures are taken to correct the weaknesses and enhance the strengths.

Continuous evaluation is necessary to evaluate the achievement of goals and determine the quality of educational programs. Accordingly, the present study was conducted with the aim of designing, establishing, and validating the evaluation tools for the specialized doctoral course in medical education based on the CIPP model.

This descriptive study was performed in 2019 at Isfahan University of Medical Sciences. In order to design the questionnaire, internal articles in the field of curriculum evaluation, the latest version of the CIPP model checklist, and general specifications of the medical education doctoral program approved by the Ministry of Health were used. By determining the indicators of each domain, questions were designed in four domains: context, input, process, and output. After designing a questionnaire and selecting 10 samples by stratified random sampling method from three groups of faculty members, students, and graduates and 5 managers of the Department of Medical Education, face and content validity by Lavshi method and content validity index based on Waltz method and Bassel were examined. Finally, the reliability of the questionnaire was estimated by performing on 30 target groups in Shiraz, Tehran, and Iran universities of medical sciences based on Cronbachchr('39')s alpha coefficient.

Based on the indicators, 71 questions were obtained for group managers, 88 questions for faculty members, 42 questions for students and 40 questions for graduates. The CVR value was 0.98 for the three groups of faculty members, students, graduates and 0.99 for the group managers. The value of CVI in terms of simplicity, clarity, and relevance for group managers (0.98, 0.99 and 0.98, respectively) faculty members (0.98, 0.98 and 0.97), students (0.97, 0.98, and 0.98) and graduates (0.83, 0.97, and 0.98) were obtained. To evaluate the internal consistency of the questionnaire, Cronbachchr('39')s alpha coefficient was used. The values ​​of 0.97, 0.95, 0.83, and 0.81 were obtained for the questionnaire of group managers, faculty members, students, and graduates, respectively.

According to the results of the present study, it can be said that the tools designed to evaluate the specialized doctoral course in medical education had the necessary validity and reliability and can be used to evaluate and identify the strengths and weaknesses of this course in Tehran, Shahid Beheshti, Shiraz, and Iran universities of medical sciences.