Program evaluation of an integrated basic science medical curriculum in Shiraz Medical School, using CIPP evaluation model

AZADEH ROOHOLAMINI, MITRA AMINI, LEILA BAZRAFKAN, MOHAMMAD REZA DEHGHANI, ZOHREH ESMAEILZADEH, PARISA NABEIEIE, RITA REZAEE, JAVAD KOJURI

Abstract


Introduction: In recent years curriculum reform and integration
was done in many medical schools. The integrated curriculum is
a popular concept all over the world. In Shiraz medical school,
the reform was initiated by stablishing the horizontal basic
science integration model and Early Clinical Exposure (ECE)
for undergraduate medical education. The purpose of this study
was to provide the required data for the program evaluation of
this curriculum for undergraduate medical students, using CIPP
program evaluation model.
Methods: This study is an analytic descriptive and triangulation
mixed method study which was carried out in Shiraz Medical
School in 2012, based on the views of professors of basic sciences
courses and first and second year medical students. The study
evaluated the quality of the relationship between basic sciences
and clinical courses and the method of presenting such courses
based on the Context, Input, Process and Product (CIPP) model.
The tools for collecting data, both quantitatively and qualitatively,
were some questionnaires, content analysis of portfolios, semistructured
interview and brain storming sessions. For quantitative
data analysis, SPSS software, version 14, was used.
Results: In the context evaluation by modified DREEM
questionnaire, 77.75%of the students believed that this educational
system encourages them to actively participate in classes. Course
schedule and atmosphere of class were reported suitable by 87.81%
and 83.86% of students. In input domain that was measured by a
researcher made questionnaire, the facilities for education were
acceptable except for shortage of cadavers. In process evaluation,
the quality of integrated modules presentation and Early Clinical
Exposure (ECE) was good from the students’ viewpoint. In
product evaluation, students’ brain storming, students’ portfolio
and semi-structured interview with faculties were done, showing
some positive aspects of integration and some areas that need
improvement.
Conclusion: The main advantage of assessing an educational
program based on CIPP evaluation model is that the context, input,
process and product of the program are viewed and evaluated
systematically. This will help the educational authorities to make
proper decisions based on the weaknesses and strengths of the
program on its continuation, cessation and revision. Based on the 

results of this study, the integrated basic sciences course for
undergraduate medical students in Shiraz Medical School is
at a desirable level. However, attempts to improve or reform
some sections and continual evaluation of the program and its
accreditation seem to be necessary.

Keywords: Integration; Medical students; Basic science; Curriculum


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 P ISSN: 2322-2220            E ISSN:2322-3561      

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Publisher: Shiraz University of Medical Sciences