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01-02-2016 | Original Article | Uitgave 1/2016 Open Access

Perspectives on Medical Education 1/2016

Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study

Perspectives on Medical Education > Uitgave 1/2016
Azim Mirzazadeh, Roghayeh Gandomkar, Sara Mortaz Hejri, Gholamreza Hassanzadeh, Hamid Emadi Koochak, Abolfazl Golestani, Ali Jafarian, Mohammad Jalili, Fatemeh Nayeri, Narges Saleh, Farhad Shahi, Seyed Hasan Emami Razavi
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Editor's Note: commentary by: J. Cleland DOI: 10.​1007/​s40037-016-0252-x


The purpose of this study was to utilize the Context, Input, Process and Product (CIPP) evaluation model as a comprehensive framework to guide initiating, planning, implementing and evaluating a revised undergraduate medical education programme. The eight-year longitudinal evaluation study consisted of four phases compatible with the four components of the CIPP model. In the first phase, we explored the strengths and weaknesses of the traditional programme as well as contextual needs, assets, and resources. For the second phase, we proposed a model for the programme considering contextual features. During the process phase, we provided formative information for revisions and adjustments. Finally, in the fourth phase, we evaluated the outcomes of the new undergraduate medical education programme in the basic sciences phase. Information was collected from different sources such as medical students, faculty members, administrators, and graduates, using various qualitative and quantitative methods including focus groups, questionnaires, and performance measures. The CIPP model has the potential to guide policy makers to systematically collect evaluation data and to manage stakeholders’ reactions at each stage of the reform in order to make informed decisions. However, the model may result in evaluation burden and fail to address some unplanned evaluation questions.
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