评估伊朗的牙科课程使用上下文,输入,过程和产品 (CIPP) 模型:全面分析
Fatemeh Babadi1, Misagh Esfandiari1, Maria Cheraghi2,3
1Department of Oral and Maxillofacial Medicine, School of Dentistry, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Frontiers in medicine
|August 5, 2024
概括
在所有评估领域中,伊朗通用牙科教育计划的质量被发现是不理想的. 背景,输入,流程和产品 (CIPP) 模型揭示了显著的弱点,特别是在"流程"领域.
科学领域:
- 医学教育 医学教育
- 牙科教育 牙科教育
- 项目评价 项目评价
背景情况:
- 高质量的牙科教育对于培养合格的牙医至关重要.
- 语境,输入,过程和产品 (CIPP) 模型为评估教育计划提供了一个全面的框架.
- 评估通用牙科课程的质量对于持续改进至关重要.
研究的目的:
- 用CIPP模型评估伊朗通用牙科课程的质量.
- 识别项目背景,投入,流程和产品领域的优缺点.
- 提供有关计划未来的决策数据.
主要方法:
- 在第五至第十三学期的牙科学生中进行了一项横截面研究.
- 数据采集使用基于CIPP评估模型的问卷.
- 统计分析包括ANOVA和T测试来评估学生的观点.
主要成果:
- 评估领域的平均分数为:上下文 (2.76),输入 (2.71),过程 (2.51),产品 (3.31).
- 在所有方面,通用牙科课程的整体质量被认为是不受欢迎的.
- "产品"领域获得了最高的平均分数,而"过程"领域获得了最低的平均分数.
结论:
- 伊朗的通用牙科教育计划需要在所有评估领域显著改进.
- 该CIPP模型有效地突出了需要关注的领域,以加强计划.
- 调查结果可以指导政策制定者在计划更新和质量保证方面的努力.
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