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Program evaluation of an integrated basic science medical curriculum in Shiraz Medical School, using CIPP evaluation model | ||
| Journal of Advances in Medical Education & Professionalism | ||
| مقاله 8، دوره 5، شماره 3، مهر 2017، صفحه 148-154 اصل مقاله (581.5 K) | ||
| نویسندگان | ||
| AZADEH ROOHOLAMINI؛ MITRA AMINI؛ LEILA BAZRAFKAN؛ MOHAMMAD REZA DEHGHANI؛ ZOHREH ESMAEILZADEH؛ PARISA NABEIEIE؛ RITA REZAEE؛ JAVAD KOJURI* | ||
| Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran | ||
| چکیده | ||
| Introduction: In recent years curriculum reform and integrationwas done in many medical schools. The integrated curriculum isa popular concept all over the world. In Shiraz medical school,the reform was initiated by stablishing the horizontal basicscience integration model and Early Clinical Exposure (ECE)for undergraduate medical education. The purpose of this studywas to provide the required data for the program evaluation ofthis curriculum for undergraduate medical students, using CIPPprogram evaluation model.Methods: This study is an analytic descriptive and triangulationmixed method study which was carried out in Shiraz MedicalSchool in 2012, based on the views of professors of basic sciencescourses and first and second year medical students. The studyevaluated the quality of the relationship between basic sciencesand clinical courses and the method of presenting such coursesbased 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, semistructuredinterview and brain storming sessions. For quantitativedata analysis, SPSS software, version 14, was used.Results: In the context evaluation by modified DREEMquestionnaire, 77.75%of the students believed that this educationalsystem encourages them to actively participate in classes. Courseschedule and atmosphere of class were reported suitable by 87.81%and 83.86% of students. In input domain that was measured by aresearcher made questionnaire, the facilities for education wereacceptable except for shortage of cadavers. In process evaluation,the quality of integrated modules presentation and Early ClinicalExposure (ECE) was good from the students’ viewpoint. Inproduct evaluation, students’ brain storming, students’ portfolioand semi-structured interview with faculties were done, showingsome positive aspects of integration and some areas that needimprovement.Conclusion: The main advantage of assessing an educationalprogram based on CIPP evaluation model is that the context, input,process and product of the program are viewed and evaluatedsystematically. This will help the educational authorities to makeproper decisions based on the weaknesses and strengths of theprogram on its continuation, cessation and revision. Based on the results of this study, the integrated basic sciences course forundergraduate medical students in Shiraz Medical School isat a desirable level. However, attempts to improve or reformsome sections and continual evaluation of the program and itsaccreditation seem to be necessary.Keywords: Integration; Medical students; Basic science; Curriculum | ||
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