DESIGN, ESTABLISHMENT, AND VALIDATION OF EVALUATION TOOLS FOR THE SPECIALIZED DOCTORAL COURSE IN MEDICAL EDUCATION BASED ON THE CIP MODEL

Continuous evaluation is necessary to evaluate the achievement of goals and
determine the quality of educational programs. Accordingly, the present study was conducted with the
aim of designing, establishing, and validating the evaluation tools for the specialized doctoral course in
medical education based on the CIPP model.
Materials & Methods: This descriptive study was performed in 2019 at Isfahan University of Medical
Sciences. In order to design the questionnaire, internal articles in the field of curriculum evaluation, the
latest version of the CIPP model checklist, and general specifications of the medical education doctoral
program approved by the Ministry of Health were used. By determining the indicators of each domain,
questions were designed in four domains: context, input, process, and output. After designing a
questionnaire and selecting 10 samples by stratified random sampling method from three groups of
faculty members, students, and graduates and 5 managers of the Department of Medical Education, face
and content validity by Lavshi method and content validity index based on Waltz method and Bassel
were examined. Finally, the reliability of the questionnaire was estimated by performing on 30 target
groups in Shiraz, Tehran, and Iran universities of medical sciences based on Cronbach's alpha
coefficient.
Results: Based on the indicators, 71 questions were obtained for group managers, 88 questions for
faculty members, 42 questions for students and 40 questions for graduates. The CVR value was 0.98 for
the three groups of faculty members, students, graduates and 0.99 for the group managers. The value of
CVI in terms of simplicity, clarity, and relevance for group managers (0.98, 0.99 and 0.98, respectively)
faculty members (0.98, 0.98 and 0.97), students (0.97, 0.98, and 0.98) and graduates (0.83, 0.97, and
0.98) were obtained. To evaluate the internal consistency of the questionnaire, Cronbach's alpha
coefficient was used. The values of 0.97, 0.95, 0.83, and 0.81 were obtained for the questionnaire of
group managers, faculty members, students, and graduates, respectively.
Conclusion: According to the results of the present study, it can be said that the tools designed to
evaluate the specialized doctoral course in medical education had the necessary validity and reliability
and can be used to evaluate and identify the strengths and weaknesses of this course in Tehran, Shahid
Beheshti, Shiraz, and Iran universities of medical sciences.