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Evaluation of a Palliative Care Longitudinal Curriculum for Medical Students Using the Context-Input-Process-Product

Alana Sagin1, Dorene Balmer1, Suzanne Rose2

  • 1University of Pennsylvania Perelman School of Medicine, Philadelphia, PA, USA.

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This summary is machine-generated.

Implementing palliative care (PC) longitudinal curricula in undergraduate medical education (UME) requires systematic evaluation. The Context Input Process Product (CIPP) model offers a robust framework for assessing and improving PC education programs.

Keywords:
context input process productpalliative careprogram evaluationundergraduate medical education

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Area of Science:

  • Medical Education
  • Palliative Care
  • Curriculum Development and Evaluation

Background:

  • Palliative care (PC) longitudinal curricula are gaining importance in Undergraduate Medical Education (UME).
  • Existing PC curricula are not widespread and often lack systematic evaluation.
  • There is a need for robust evaluation models to guide the implementation and improvement of PC curricula.

Purpose of the Study:

  • To describe the implementation of a new longitudinal PC curriculum at the Perelman School of Medicine (PSOM).
  • To utilize the Context Input Process Product (CIPP) model for comprehensive curriculum evaluation.
  • To demonstrate the utility of the CIPP model for PC curriculum development and assessment.

Main Methods:

  • Employed the Context Input Process Product (CIPP) model, a holistic evaluation framework.
  • Applied the CIPP model to assess the local environment, curriculum design, implementation process, and outcomes.
  • Systematic and prospective evaluation approach to curriculum development.

Main Results:

  • The CIPP model facilitated a comprehensive assessment of the PC curriculum's context, input, process, and product.
  • The evaluation guided the curriculum's design and ongoing improvement process.
  • The study provides a model for evaluating longitudinal PC curricula in UME.

Conclusions:

  • Comprehensive evaluation models like CIPP offer a more robust approach than outcomes-only assessments for curriculum evaluation.
  • The CIPP model can effectively guide the implementation and refinement of new or existing PC curricula in UME.
  • This approach supports the systematic integration of palliative care education in medical schools.