An Investigation of Medical School Curriculum in Kerman University of Medical Sciences, Iran, Based on the CIPP Model

In order to improve the quality of higher education programs and make them dynamic, quantitative and qualitative evaluations and assessments are required. In this study, the context, input, process, and product (CIPP) evaluation model was used to evaluate the School of Medicine at Kerman University of Medical Sciences, Iran, in 2014. The evaluation of this school, based on the CIPP model, consisted of the 4 components of context, input, process, and output. The sample included 69 students, 20 professors, and 12 postgraduates. A researcher made questionnaire was used to collect data. The scores of 0-1.5, 1.5-3.5, and 3.5-5 were considered as representing poor conditions, relatively favorable conditions, and favorable conditions, respectively. Data were analyzed using SPSS software and descriptive and inferential statistics (t-test). From the perspective of the participants of the research, the status of context, input, process, and output, and in general, the School of Medicine was favorable and the output of the school was relatively favorable. There was a significant difference between the students’ and professors’ point of views in terms of the context, process, and outcome of the school (P < 0.05). The students ranked the context as favorable, while the professors ranked input, process, and output of the school as favorable. The results of the final evaluation revealed that the condition of this school is favorable. To achieve a highly favorable condition, it is suggested that college and university authorities attempt to strengthen important factors such as revision of curriculum content, and training professors on teaching methods, evaluation, and communication skills.