Identifying weaknesses in undergraduate programs within the context input process product model framework in view of faculty and library staff in 2014

Neyazi, Narges; Arab, Mohammad; Farzianpour, Freshteh; Mahmoudi, Mahmood

doi:10.3946/kjme.2016.29

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…The Context, Input, Process, and Product (CIPP) evaluation model has been introduced as a recommended methodology in many references for education and medical course evaluation [11][12][13].…”

Section: Introductionmentioning

confidence: 99%

Developing a Training Program Based on the CIPP Model for Junior Caregivers in Nursing Homes: A Modified Delphi Study

Wang

Chen

Dou

et al. 2023

Preprint

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Background: To alleviate the burden of aging, China has built many nursing homes and hired many people with no prior caregiving experience. However, there is little professional training program for junior caregivers, and standard programs are required to train those new to improve the quality of care. This study aims to develop and implement a training program for junior elderly caregivers based on the Context, Input, Process, and Product (CIPP) model. Objectives: This study aimed to develop a standardized training program based on the CIPP model for junior elderly caregivers in nursing homes. Methods: A literature review, interviews with 208 junior elderly caregivers in 6 nursing homes, and semi-structured interviews with 8 clinical experts were conducted to develop an initial training framework. Then, the two-round Delphi method was employed to get a consensus on the framework through an online questionnaire. Results: A two-round Delphi expert consultation was done, and a consensus on four domains and 14 secondary items, and 66 tertiary training items of the professional framework were achieved. The framework domains included training objectives (3 secondary items and 20 tertiary items), training management (5 secondary items and 13 tertiary items), training content(3 secondary items and 27 tertiary items) and training evaluation(3 secondary items and 6 tertiary items). Conclusion: This CIPP-based training program offers guidelines for junior caregivers in nursing homes. Future research should focus on the length of the program and its long-term effects to prepare qualified junior elderly caregivers.

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Section: Introductionmentioning

confidence: 99%

Developing a Training Program Based on the CIPP Model for Junior Caregivers in Nursing Homes: A Modified Delphi Study

Wang

Chen

Dou

et al. 2023

Preprint

View full text Add to dashboard Cite

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“…The CIPP evaluation model is for the educational evaluation in the aspects of context, input, process and product to provide information needed for decisions. The global society of medical education has introduced the CIPP evaluation model, which is widely applied to educational evaluation (18) (19) (20) (21) (22) (23) (24). However, the previous studies regarding the CIPP evaluation model were not conducted by reflecting the CBC of medical schools.…”

Section: Introductionmentioning

confidence: 99%

Developing Evaluation Criteria for Competency-Based Curriculum in Medical Colleges

Lee

Shin

et al. 2021

Preprint

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Background The present study was conducted to examine the operation status of the Competency-Based Curriculum (CBC), which has become the main curriculum in the medical schools in Korea, and prepare valid evaluation criteria consented by experts to make improvements. The evaluation criteria were derived based on a model built by combining the Context, Input, Process and Product (CIPP) evaluation model and the Kirkpatrick evaluation model, which are representative educational evaluation models. Methods Firstly, literature survey was performed and a semi-structured interview was conducted with 5 experts to develop a draft of the evaluation criteria. To verify the validity of the draft of the developed evaluation criteria, two surveys based on the modified Delphi methodology were conducted with a panel consisting of 20 experts. Results Based on the literature survey and the expert interview, a draft of the evaluation criteria was derived, including 5 evaluation areas, 18 evaluation items and 58 evaluation indicators. Two Delphi surveys were conducted to validate the evaluation criteria. The evaluation criteria that showed a relatively low content validity ratio (CVR) were corrected and complemented by reflecting the experts’ opinions to finally derive 5 evaluation areas, 16 evaluation items and 51 evaluation indicators. Conclusions The significance of the present study is that an evaluation model and its evaluation criteria suitable for the curriculums of the medical schools in Korea were developed with the consensus of the experts. The preparation of valid evaluation criteria will open up the possibility of improving the evaluation in medical schools, contributing to the improvement of the educational quality and the continued quality improvement of medical education.

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“…The context, input, process and product (CIPP) evaluation model has been introduced in many references of education evaluation as a recommendable methodology 9. This model offers a systematic analysis of education, and above all, allows educators to review the overall process of education for decision-making, including various and comprehensive indices in the individual phases of evaluation 10…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Medical Humanities Course in College of Medicine Using the Context, Input, Process, and Product Evaluation Model

Lee

Shin

2019

J Korean Med Sci

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Background Seoul National University College of Medicine has provided a new educational curriculum on basis of the competency-based curriculum since 2016. The new curriculum included the medical humanities course (MHC) to potentiate humanities of medical students. The present study applied the context, input, process and product (CIPP) evaluation model to the MHC in order to confirm the feasibility of the CIPP model and to improve the MHC by questionnaire survey and analysis of teaching materials. Methods This study analyzed the MHC provided to the freshmen in 2016 and to the freshmen and sophomores in 2017 by the CIPP model. Firstly, evaluation criteria and indicators were developed according to the CIPP classification. The materials collected from the course were analyzed by quantitative and qualitative analysis according to the evaluation criteria. In the quantitative analysis, an independent sample t -test was performed to verify the difference in the responses between the students (n = 522) and the professors (n = 22). In addition, content analysis was conducted for qualitative evaluation. Results There were significant differences in perceptions of MHC between students and professors about the results of almost all objective survey questions through the t -test, such as score 3.64 in students and 4.48 in professors in response to the item of ‘provision of appropriate feedback.’ As a result of the content analysis, 7 categories and 20 subcategories were derived. There were the most responses to various instructional methods (students, 20%; professors, 21.5%). Conclusion The CIPP evaluation model was acceptable for the MHC analysis. The first task is to raise students' awareness of the MHC in order to improve the MHC quality.

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Identifying weaknesses in undergraduate programs within the context input process product model framework in view of faculty and library staff in 2014

Cited by 5 publications

References 7 publications

Developing a Training Program Based on the CIPP Model for Junior Caregivers in Nursing Homes: A Modified Delphi Study

Developing a Training Program Based on the CIPP Model for Junior Caregivers in Nursing Homes: A Modified Delphi Study

Developing Evaluation Criteria for Competency-Based Curriculum in Medical Colleges

Evaluation of Medical Humanities Course in College of Medicine Using the Context, Input, Process, and Product Evaluation Model

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