Undergraduate Medical Education Programme Renewal: A Longitudinal Context, Input, Process and Product Evaluation Study Publisher



Mirzazadeh A¹ ; Gandomkar R¹ ; Hejri SM¹ ; Hassanzadeh G² ; Koochak HE³ ; Golestani A⁴ ; Jafarian A⁵ ; Jalili M⁶ ; Nayeri F⁷ ; Saleh N⁸ ; Shahi F⁹ ; Razavi SHE⁵
Source: Perspectives on Medical Education Published:2016

Abstract

The purpose of this study was to utilize the Context, Input, Process and Product (CIPP) evaluation model as a comprehensive framework to guide initiating, planning, implementing and evaluating a revised undergraduate medical education programme. The eight-year longitudinal evaluation study consisted of four phases compatible with the four components of the CIPP model. In the first phase, we explored the strengths and weaknesses of the traditional programme as well as contextual needs, assets, and resources. For the second phase, we proposed a model for the programme considering contextual features. During the process phase, we provided formative information for revisions and adjustments. Finally, in the fourth phase, we evaluated the outcomes of the new undergraduate medical education programme in the basic sciences phase. Information was collected from different sources such as medical students, faculty members, administrators, and graduates, using various qualitative and quantitative methods including focus groups, questionnaires, and performance measures. The CIPP model has the potential to guide policy makers to systematically collect evaluation data and to manage stakeholders’ reactions at each stage of the reform in order to make informed decisions. However, the model may result in evaluation burden and fail to address some unplanned evaluation questions. © 2016, The Author(s).