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.
Citations
Citations to this article as recorded by
Evaluation of the Maryland Next Gen Test Bank Project: Implications and Recommendations Desirée Hensel, Diane M. Billings, Rebecca Wiseman Nursing Education Perspectives.2024; 45(4): 225. CrossRef
Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey Yue Zhao, Weijuan Li, Hong Jiang, Mohedesi Siyiti, Meng Zhao, Shuping You, Yinglan Li, Ping Yan Nurse Education in Practice.2024; 77: 103976. CrossRef
Internal evaluation of medical programs is more than housework: A scoping review Sujani Kodagoda Gamage, Tanisha Jowsey, Jo Bishop, Melanie Forbes, Lucy-Jane Grant, Patricia Green, Helen Houghton, Matthew Links, Mark Morgan, Joan Roehl, Jessica Stokes-Parish, Rano Mal Piryani PLOS ONE.2024; 19(10): e0305996. CrossRef
Self-care educational guide for mothers with gestational diabetes mellitus: A systematic review on identifying self-care domains, approaches, and their effectiveness Zarina Haron, Rosnah Sutan, Roshaya Zakaria, Zaleha Abdullah Mahdy Belitung Nursing Journal.2023; 9(1): 6. CrossRef
Evaluation of the Smart Indonesia Program as a Policy to Improve Equality in Education Patni Ninghardjanti, Wiedy Murtini, Aniek Hindrayani, Khresna B. Sangka Sustainability.2023; 15(6): 5114. CrossRef
Exploring Perceptions of Competency-Based Medical Education in Undergraduate Medical Students and Faculty: A Program Evaluation Erica Ai Li, Claire A Wilson, Jacob Davidson, Aaron Kwong, Amrit Kirpalani, Peter Zhan Tao Wang Advances in Medical Education and Practice.2023; Volume 14: 381. CrossRef
The Evaluation of China's Double Reduction Policy: A Case Study in Dongming County Mingde Primary School Danyang Li , Chaimongkhon Supromin, Supit Boonlab International Journal of Sociologies and Anthropologies Science Reviews.2023; 3(6): 437. CrossRef
Exploring the Components of the Research Empowerment Program of the Faculty Members of Kermanshah University of Medical Sciences, Iran Based on the CIPP Model: A Qualitative Study Mostafa Jafari, Susan Laei, Elham Kavyani, Rostam Jalali Educational Research in Medical Sciences.2021;[Epub] CrossRef
Adapting an Integrated Program Evaluation for Promoting Competency‐Based Medical Education Hyunjung Ju, Minkyung Oh, Jong-Tae Lee, Bo Young Yoon Korean Medical Education Review.2021; 23(1): 56. CrossRef
Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019 Hyo Hyun Yoo, Mi Kyung Kim, Yoo Sang Yoon, Keun Mi Lee, Jong Hun Lee, Seung-Jae Hong, Jung –Sik Huh, Won Kyun Park Journal of Educational Evaluation for Health Professions.2020; 17: 2. CrossRef
Human Resources Development via Higher Education Scholarships: A Case Study of a Ministry of Public Works and Housing Scholarship Program Abdullatif SETİABUDİ, Muchlis. R. LUDDIN, Yuli RAHMAWATI International e-Journal of Educational Studies.2020; 4(8): 209. CrossRef
Exploring Components, Barriers, and Solutions for Faculty Members’ Research Empowerment Programs Based on the CIPP Model: A Qualitative Study Mostafa Jafari, Soosan Laei, Elham Kavyani, Rostam Jalali Journal of Occupational Health and Epidemiology.2020; 9(4): 213. CrossRef
The results of the 64th and 65th Korean Medical Licensing Examination were analyzed according to the classical test theory and item response theory in order to know the possibility of applying item response theory to item analys and to suggest its applicability to computerized adaptive test. The correlation coefficiency of difficulty index, discriminating index and ability parameter between two kinds of analysis were got using computer programs such as Analyst 4.0, Bilog and Xcalibre. Correlation coefficiencies of difficulty index were equal to or more than 0.75; those of discriminating index were between - 0.023 and 0.753; those of ability parameter were equal to or more than 0.90. Those results suggested that the item analysis according to item response theory showed the comparable results with that according to classical test theory except discriminating index. Since the ability parameter is most widely used in the criteria-reference test, the high correlation between ability parameter and total score can provide the validity of computerized adaptive test utilizing item response theory.
Citations
Citations to this article as recorded by
Journal of Educational Evaluation for Health Professions received the top-ranking Journal Impact Factor―9.3—in the category of Education, Scientific Disciplines in the 2023 Journal Citation Ranking by Clarivate Sun Huh Journal of Educational Evaluation for Health Professions.2024; 21: 16. CrossRef
Analysis on Validity and Academic Competency of Mock Test for Korean Medicine National Licensing Examination Using Item Response Theory Han Chae, Eunbyul Cho, SeonKyoung Kim, DaHye Choi, Seul Lee Keimyung Medical Journal.2023; 42(1): 7. CrossRef
Item difficulty index, discrimination index, and reliability of the 26 health professions licensing examinations in 2022, Korea: a psychometric study Yoon Hee Kim, Bo Hyun Kim, Joonki Kim, Bokyoung Jung, Sangyoung Bae Journal of Educational Evaluation for Health Professions.2023; 20: 31. CrossRef
Can computerized tests be introduced to the Korean Medical Licensing Examination? Sun Huh Journal of the Korean Medical Association.2012; 55(2): 124. CrossRef