Previously submitted to: JMIR Medical Education (no longer under consideration since Jan 19, 2023)
Date Submitted: Jul 26, 2022
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Evaluation of Internship Program for Medical Sciences Using the CIPP Model
ABSTRACT
Background:
Internship programs are important components of teaching and learning that provide medical students with opportunities for real-life learning. The study aimed at evaluating the internship program for students of Shahid Sadoughi University of Medical Sciences (SSU) using the CIPP model.
Objective:
Internship programs are important components of teaching and learning that provide medical students with opportunities for real-life learning. The study aimed at evaluating the internship program for students of Shahid Sadoughi University of Medical Sciences (SSU) using the CIPP model.
Methods:
A cross-sectional descriptive analysis was performed on 305 students and 15 faculty members of SSU. Data were collected using a CIPP model questionnaire. The internship program was evaluated in four areas: input, context, process and product from the perspective of students and faculty members. The scores obtained for each domain were analyzed using SPSS v.21.
Results:
The perspective of students and faculty members in the areas of evaluation of the internship program indicated a significant discrepancy between students and faculty members in the area of context, process and product (p-value <0.001). No significant difference was observed in the area of input (p-value =0.32). Significant relationships were observed between context and input (r = 0.769, p <0.001), context and process (r = 0.733, p <0.001), and context and product (r = 0.724, p <0.001). In the correlation matrix, from the students' perspective, there was a positive and significant correlation between the domains. Between field and input (r = 0.769, p <0.001), field and process (r = 0.733, p <0.001), and field and product (r = 0.724, p <0.001) significant relationships were observed.
Conclusions:
The design and implementation of evaluation programs based on the CIPP model may help improve internship programs and achieve students' professional competencies. The positive and negative findings in this study should be considered by decision makers and healthcare officials when designing and implementing internship programs. Further longitudinal studies may be required to confirm these findings.
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Copyright
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