title: Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study.
abstract: 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.
authors.affiliation: Medical Education Department, Tehran University of Medical Sciences, Tehran, Iran.
authors.forename: Azim
authors.initials: A
authors.lastname: Mirzazadeh
authors.affiliation: Medical Education Department, Tehran University of Medical Sciences, Tehran, Iran. rgandomkar@razi.tums.ac.ir.
authors.forename: Roghayeh
authors.initials: R
authors.lastname: Gandomkar
authors.affiliation: Medical Education Department, Tehran University of Medical Sciences, Tehran, Iran.
authors.forename: Sara Mortaz
authors.initials: SM
authors.lastname: Hejri
authors.affiliation: Anatomy Department, Tehran University of Medical Sciences, Tehran, Iran.
authors.forename: Gholamreza
authors.initials: G
authors.lastname: Hassanzadeh
authors.affiliation: Infectious Diseases Department, Tehran University of Medical Sciences, Tehran, Iran.
authors.forename: Hamid Emadi
authors.initials: HE
authors.lastname: Koochak
authors.affiliation: Biochemistry Department, Tehran University of Medical Sciences, Tehran, Iran.
authors.forename: Abolfazl
authors.initials: A
authors.lastname: Golestani
authors.affiliation: Surgery Department, Medical Education Department, Tehran University of Medical Sciences, Tehran, Iran.
authors.forename: Ali
authors.initials: A
authors.lastname: Jafarian
authors.affiliation: Emergency Medicine Department, Medical Education Department, Tehran University of Medical Sciences, Tehran, Iran.
authors.forename: Mohammad
authors.initials: M
authors.lastname: Jalili
authors.affiliation: Maternal Fetal and Neonatal Research Center, Tehran University of Medical Sciences, Tehran, Iran.
authors.forename: Fatemeh
authors.initials: F
authors.lastname: Nayeri
authors.affiliation: Education Development Office, Tehran University of Medical Sciences, Tehran, Iran.
authors.forename: Narges
authors.initials: N
authors.lastname: Saleh
authors.affiliation: Internal Medicine Department, Tehran University of Medical Sciences, Tehran, Iran.
authors.forename: Farhad
authors.initials: F
authors.lastname: Shahi
authors.affiliation: Surgery Department, Medical Education Department, Tehran University of Medical Sciences, Tehran, Iran.
authors.forename: Seyed Hasan Emami
authors.initials: SH
authors.lastname: Razavi
keywords: CIPP model; Curriculum reform; Undergraduate Medical Education programme
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