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Context, Input, Process, and Product Evaluation Model in medical education: A systematic review

BACKGROUND: Evaluation is one of the most important tools for determining the quality of any educational program, which can lead to reformation, revision, or termination of programs. Quality in higher education requires assessment and judgment of goals and strategies, executive policies, operational...

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Autores principales: Toosi, Monireh, Modarres, Maryam, Amini, Mitra, Geranmayeh, Mehrnaz
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Wolters Kluwer - Medknow 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8249974/
https://www.ncbi.nlm.nih.gov/pubmed/34250133
http://dx.doi.org/10.4103/jehp.jehp_1115_20
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author Toosi, Monireh
Modarres, Maryam
Amini, Mitra
Geranmayeh, Mehrnaz
author_facet Toosi, Monireh
Modarres, Maryam
Amini, Mitra
Geranmayeh, Mehrnaz
author_sort Toosi, Monireh
collection PubMed
description BACKGROUND: Evaluation is one of the most important tools for determining the quality of any educational program, which can lead to reformation, revision, or termination of programs. Quality in higher education requires assessment and judgment of goals and strategies, executive policies, operational processes, products, and outcomes. The Context, Input, Process, and Product (CIPP) model is a comprehensive perspective that attempts to provide information in order to make the best decisions related to CIPP. Due to the importance of this topic, the present study examined the application of the CIPP model in the evaluation of medical education programs through a systematic review. MATERIALS AND METHODS: In this systematic review, Persian databases including ISC, SID, Mag Iran, CivilicaL, and Noormags and English databases including PubMed, Web of Science, Scopus, ProQuest Dissertations, Embase, CINAHL, ERIC, and Google Scholar were searched using relevant keywords, such as evaluation, program evaluations, outcome and process assessment, educational assessment, and educational measurements. The search was done with no time limits and 41 papers were obtained until May 22, 2020. This systematic review was performed by following the data extraction steps and assessing the quality of the studies and findings. Critical Appraisal Skills Programs and Mixed-Methods Appraisal Tool checklists were used to check the quality of the papers. RESULTS: This systematic review was conducted on 41 studies, 40 of which were research papers and one was a review paper. From the perspective of the CIPP model of evaluation, most papers showed quite a good level of evaluation of educational programs although some studies reported poor levels of evaluation. Moreover, factors such as modern teaching methods, faculty members, financial credits, educational content, facilities and equipment, managerial and supervisory process, graduates’ skills, produced knowledge, and teaching and learning activities were reported as the factors that could influence the evaluation of educational programs. CONCLUSION: Due to the important role of evaluation in improvement of the quality of educational programs, policymakers in education should pay special attention to the evaluation of educational programs and removal of their barriers and problems. To promote the quality of educational programs, policymakers and officials are recommended to make use of the CIPP model of evaluation as a systemic approach that can be used to evaluate all stages of an educational program from development to implementation.
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spelling pubmed-82499742021-07-09 Context, Input, Process, and Product Evaluation Model in medical education: A systematic review Toosi, Monireh Modarres, Maryam Amini, Mitra Geranmayeh, Mehrnaz J Educ Health Promot Systematic Review BACKGROUND: Evaluation is one of the most important tools for determining the quality of any educational program, which can lead to reformation, revision, or termination of programs. Quality in higher education requires assessment and judgment of goals and strategies, executive policies, operational processes, products, and outcomes. The Context, Input, Process, and Product (CIPP) model is a comprehensive perspective that attempts to provide information in order to make the best decisions related to CIPP. Due to the importance of this topic, the present study examined the application of the CIPP model in the evaluation of medical education programs through a systematic review. MATERIALS AND METHODS: In this systematic review, Persian databases including ISC, SID, Mag Iran, CivilicaL, and Noormags and English databases including PubMed, Web of Science, Scopus, ProQuest Dissertations, Embase, CINAHL, ERIC, and Google Scholar were searched using relevant keywords, such as evaluation, program evaluations, outcome and process assessment, educational assessment, and educational measurements. The search was done with no time limits and 41 papers were obtained until May 22, 2020. This systematic review was performed by following the data extraction steps and assessing the quality of the studies and findings. Critical Appraisal Skills Programs and Mixed-Methods Appraisal Tool checklists were used to check the quality of the papers. RESULTS: This systematic review was conducted on 41 studies, 40 of which were research papers and one was a review paper. From the perspective of the CIPP model of evaluation, most papers showed quite a good level of evaluation of educational programs although some studies reported poor levels of evaluation. Moreover, factors such as modern teaching methods, faculty members, financial credits, educational content, facilities and equipment, managerial and supervisory process, graduates’ skills, produced knowledge, and teaching and learning activities were reported as the factors that could influence the evaluation of educational programs. CONCLUSION: Due to the important role of evaluation in improvement of the quality of educational programs, policymakers in education should pay special attention to the evaluation of educational programs and removal of their barriers and problems. To promote the quality of educational programs, policymakers and officials are recommended to make use of the CIPP model of evaluation as a systemic approach that can be used to evaluate all stages of an educational program from development to implementation. Wolters Kluwer - Medknow 2021-05-31 /pmc/articles/PMC8249974/ /pubmed/34250133 http://dx.doi.org/10.4103/jehp.jehp_1115_20 Text en Copyright: © 2021 Journal of Education and Health Promotion https://creativecommons.org/licenses/by-nc-sa/4.0/This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.
spellingShingle Systematic Review
Toosi, Monireh
Modarres, Maryam
Amini, Mitra
Geranmayeh, Mehrnaz
Context, Input, Process, and Product Evaluation Model in medical education: A systematic review
title Context, Input, Process, and Product Evaluation Model in medical education: A systematic review
title_full Context, Input, Process, and Product Evaluation Model in medical education: A systematic review
title_fullStr Context, Input, Process, and Product Evaluation Model in medical education: A systematic review
title_full_unstemmed Context, Input, Process, and Product Evaluation Model in medical education: A systematic review
title_short Context, Input, Process, and Product Evaluation Model in medical education: A systematic review
title_sort context, input, process, and product evaluation model in medical education: a systematic review
topic Systematic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8249974/
https://www.ncbi.nlm.nih.gov/pubmed/34250133
http://dx.doi.org/10.4103/jehp.jehp_1115_20
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