Evaluation of the achievement of educational objectives of the Community Oral Health and Periodontics Departments using the CIPP model of evaluation- student's perspective

Evaluation is a continuous process which is necessary for improvement of students learning and planning for required changes to obtain the educational objectives. The aim of the present study was to assess student's perspective on the achievement of the educational objectives of the Community Oral Health and Periodontology Departments using the CIPP model of evaluation. A cross-sectional survey has been conducted using a questionnaire consists of four domains as introduced in the CIPP model of evaluation (Context, Input, Process and Product). Two groups of senior dental students of the dental school of Tehran University of Medical Sciences were approached. Data was collected anonymously and was analyzed with non-parametric Mann-Whitney test using the SPSS statistical package. The response rate was 67.7% for year 6 and 87.5% for the year 5 students. Respondents considered material presented in Periodontology Department more relevant and in need for their future career. However, teaching skills and motivation of the educators in Periodontology Department was considered inadequate. 67% of students reported having problem with material taught in Periodontology Department. Overall, significant difference in domains of Context and Process was observed between two departments (p<0.05). In the output domain students rated their clinical and theoretical ability "weak" in relation to splint, implant, management of acute gingivitis and electrosurgery compared with other topics which rated "good". Students considered their ability in using the principals of Evidence-Based Dentistry moderate. The evaluation of the educational achievements of the two departments (COH and Periodontics) using CIPP model of evaluation showed that there is significant difference in two domains (Context and Process). In those topics which achievement was reported weak the revision of teaching methods is recommended.