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Source publication
Purpose:
Objective of this research is to find out weaknesses of undergraduate programs in terms of personnel and financial, organizational management and facilities in view of faculty and library staff, and determining factors that may facilitate program quality–improvement.
Methods:
This is a descriptive analytical survey research and from purpo...
Contexts in source publication
Context 1
... this area, goals, management and organization factor was evaluated. Fifty percent of department head (Table 1) and 55.7% of faculty members believed that this factor has a relatively desirable situation (Table 2). Data are presented as frequency (%). ...
Context 2
... this area, three factors were evaluated. Fifty percent of department head (Table 1), 40% of library staff (Table 3), and 75.4% of faculty members (Table 2) stated that research and educational spaces and equipment/facility and spaces are in undesirable condition. Sixty percent of library staff believed that human resource is in desirable situation (Table 3) and 52.5% of faculty members specified that students are in relatively desirable situation (Table 2). ...
Context 3
... this area, also three factors were assessed. Seventy percent of department head expressed that educational courses and programs, learning and teaching process is in desirable situation (Table 1) and 52.5% of faculty members pronounced that this factor is in relatively desirable situation (Table 2). Seventy percent of de- partment head believed that administration and financial is in undesirable condition and 40% of department head stated that program evaluation is in desirable condition (Table 1), but 45% of faculty members specified that this Data are presented as frequency (%). ...
Context 4
... percent of department head expressed that educational courses and programs, learning and teaching process is in desirable situation (Table 1) and 52.5% of faculty members pronounced that this factor is in relatively desirable situation (Table 2). Seventy percent of de- partment head believed that administration and financial is in undesirable condition and 40% of department head stated that program evaluation is in desirable condition (Table 1), but 45% of faculty members specified that this Data are presented as frequency (%). CIPP: Context input process product. ...
Citations
... 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]. ...
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.
... 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. ...
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.
... In the world medical health professions education field, CIPP evaluation model is introduced and used for educational evaluation [9][10][11][12][13][14][15][16]. In addition, many educational sectors in Korea also use the CIPP evaluation model [5,6,9,[17][18][19][20][21][22][23][24][25][26][27]. ...
Improvements to education are necessary in order to keep up with the education requirements of today. The Context, Input, Process, and Product (CIPP) evaluation model was created for the decision-making towards education improvement, so this model is appropriate in this regard. However, application of this model in the actual context of medical health education is considered difficult in the education environment. Thus, in this study, literature survey of previous studies was investigated to examine the execution procedure of how the CIPP model can be actually applied. For the execution procedure utilizing the CIPP model, the criteria and indicators were determined from analysis results and material was collected after setting the material collection method. Afterwards, the collected material was analyzed for each CIPP element, and finally, the relationship of each CIPP element was analyzed for the final improvement decision-making. In this study, these steps were followed and the methods employed in previous studies were organized. Particularly, the process of determining the criteria and indicators was important and required a significant effort. Literature survey was carried out to analyze the most widely used criteria through content analysis and obtained a total of 12 criteria. Additional emphasis is necessary in the importance of the criteria selection for the actual application of the CIPP model. Also, a diverse range of information can be obtained through qualitative as well as quantitative methods. Above all, since the CIPP evaluation model execution result becomes the basis for the execution of further improved evaluations, the first attempt of performing without hesitation is essential.
... 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 The CIPP evaluation model consists of four sections: context, input, process, and product. ...
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.
