How to execute Context, Input, Process, and Product evaluation model in medical health education.

Seung-Hee Lee,Jwa-Seop Shin,So young Lee

doi:10.3352/jeehp.2019.16.40

Seung-Hee Lee, Jwa-Seop Shin + Show 1 more

Open Access

https://doi.org/10.3352/jeehp.2019.16.40

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Abstract

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.

Highlights

As times change and the education environment changes along with the students, education always possesses an unending possibility of change
The following common criteria can be obtained when content analysis was conducted for these criteria based on their www.jeehp.org frequency (Table 2): goals (6) and necessity or needs (5) had the highest frequency for context evaluation, material resources andfacilities (6), human resources (6), contents (5), and curriculum (3) for input evaluation, educational and service process (7), program evaluation (4), and educational courses and programs (3) for process evaluation, and global satisfaction (5), students’ and service achievement (4), and program performance (4) for product evaluation
Planning decision sets the objectives, structuring decision composes the procedural method necessary to achieve these objectives, implementation is a practical decision regarding the selected procedure, and recycling decision determines the continuation, termination, and modification of the program [24]. For these 4 decision types, the CIPP evaluation model proposed by Stufflebeam and Shinkfield [7] involved the goals, plans, actions, and outcomes of the core value of the program being examined and modified through the context evaluation, input evaluation, process evaluation, and product evaluation, respectively [17]