Evaluation of medical ethics education using the CIPP model: a study on the perspectives of medical students
Abstract
|
Many medical schools are adopting varied teaching strategies to enhance students' understanding of the humanitarian aspects of their specialties. This study evaluated medical ethics education at Kerman University of Medical Sciences (Iran) from the students’ perspectives using the CIPP model.A cross-sectional study involving 136 clerkship medical students used convenience sampling and a validated, researcher-made questionnaire based on the CIPP model. The questionnaire, divided into context, input, process, and product sections, assessed the achievement of the program's goals, requirements, implementation, and outcomes of the medical ethics training program.The results revealed that the product domain scored the highest (79.17±21.82), while the input domain scored the lowest (54.30±29.00). The medical ethics program successfully communicated ethical concepts and enhanced students' understanding, excelling in the product domain. However, it requires improvements in the context, input, and process areas, such as aligning materials with cultural norms, and boosting students.It is hypothesized that the medical ethics program at Kerman University of Medical Sciences is robust and aligns well with the CIPP model standards. While the program excels in educational outcomes, there is room for improvement in the context, input, and process dimensions. This study offers pivotal insights for advancing and refining future medical ethics programs. |
Miles SH, Lane LW, Bickel J, Walker RM, Cassel CK. Medical ethics education: coming of age. Acad Med. 1989; 64:705-4.
Azarkolah A, Ghanizadeh M, Molavi P, Nadrmohammadi M, Salvat H. Comparison of effectiveness of theoretical training versus operational training in psychiatric medical ethics. Medical Ethics. 2019;14(44):1-11.
Larijani B, Motevaseli E. New methods of medical ethics education. Iranian Journal of Diabetes and Metabolism. 2005; 4 :39-46. (In Persian)
Miyasaka M, Akabayashi A, Kai I, Ohi G. An international survey of medical ethics curricula in Asia. J Med Ethics. 1999;25(6):514-21.
Wong MK, Hong DZH, Wu J, Ting JJQ, Goh JL, Ong ZY, et al. A systematic scoping review of undergraduate medical ethics education programs from 1990 to 2020. Med Teach. 2022;44(2):167-186.
Bilgin AC, Timbil S, Guvercin CH, Ozan S, Semin S. Principal students’ views on medical ethics education: a focus group study in Turkey. Acta Bioeth. 2018;24(1):105-115.
Ozgonul L, Alimoglu MK. Comparison of lecture and team-based learning in medical ethics education. Nurs Ethics. 2019;26(3):903-913.
Mobasher M. Virtual learning for teaching medical ethics during COVID19 pandemic. J Med Ethics Hist Med. 2020; 13(Suppl.): 25.
Asghari F, Mirzazadeh A, Samadi A, Safa AN, Jafarian A, Farahani AV, et al. Reform in medical ethics curriculum: a step-by-step approach based on available resources. J Med Ethics Hist Med. 2011; 4:8.
Khaghanizadeh M, Maleki H, Abbasi M, Abbasi pour A, Mesri M. The challenges of medical ethics curriculum: a qualitative study of instructors’ view. Iranian Journal of Medical Ethics and History of Medicine. 2012; 5 (2) :70-79. (In Persian)
Mohebbi Amin S, Rabiei M, Keizoori A H. A review of students’ evaluation of the medical ethics curriculum. Iranian Journal of Medical Ethics and History of Medicine. 2015; 8 (3) :77-86. (In Persian)
Souza AD, Vaswani V. Diversity in approach to teaching and assessing ethics education for medical undergraduates: A scoping review. Ann Med Surg (Lond). 2020;56:178-185.
Stufflebeam DL. The Relevance of the CIPP Evaluation Model for Educational Accountability. Journal of Research and Development of Education. 1971; 5:19-25.
Mobasher M. Painting as a reflective method in teaching medical professional values. J Med Ethics Hist Med. 2021; 14:1.
Tabari M, Nourali Z, Khafri S, Gharekhani S, Jahanian I. Evaluation of educational programs of pediatrics, orthodontics, and restorative departments of Babol dental schools from the perspective of the students based on the CIPP model. Caspian Journal of Dental Research 2016; 5: 8 -16. (In Persian)
Ahmadipour H, Alirezaie A, Mobasher M. Psychometric Properties of CIPP Model for Evaluating of Medical Ethics Education. Strides in Development of Medical Education. 2023; 20(1): 155-161.
Khaghanizade M. Identity of Medical Ethics Curriculum Based on the Experiences of Medical Ethics Educators, Qualitative Study. Iranian Journal of Medical Ethics 2012; 1(1):46 -55.
Malekahmadi P, Parsa P. Development of Strategies for Advancement of Medical Ethics Education in Isfahan University of Medical Sciences.Iranian Journal of Medical Education. 2013; 12 (11) :854-865. (In Persian)
Khajedaluee M, Movafaghi Z, Pouryazdanpanah M. Effectiveness of the medical ethics curriculum: viewpoints of interns in Mashhad University of Medical science. Iranian Journal of Medical Ethics and History of Medicine. 2013; 6 (5) :67-76. (In Persian)
Goldie J, Schwartz L, Morrison J. A process evaluation of medical ethics education in the first year of a new medical curriculum. Med Educ. 2000;34(6):468-73.
Kavas MV, Ulman YI, Demir F, Artvinli F, Şahiner M, Demirören M, et al. The state of ethics education at medical schools in Turkey: taking stock and looking forward. BMC Med Edu. 2020;20(1):1-15.
Wong MK, Hong DZH, Wu J, Ting JJQ, Goh JL, Ong ZY, et al. A systematic scoping review of undergraduate medical ethics education programs from 1990 to 2020. Med Teach. 2022;44(2):167-186.
Fryer-Edwards K, Wilkins MD, Baernstein A, Braddock III CH. Bringing ethics education to the clinical years: ward ethics sessions at the University of Washington. Acad Med. 2006;81(7):626-31.
Jochemsen-van der Leeuw HG, van Dijk N, van Etten-Jamaludin FS, Wieringa-de Waard M. The attributes of the clinical trainer as a role model: a systematic review. Acad Med. 2013; 88(1):26–34.
Passi V, Johnson N. The impact of positive doctor role modeling. Med Teach.2016; 38(11):1139–1145.
Morgenroth T, Ryan MK, Peters K. The motivational theory of role modeling: how role models influence role aspirants’ goals Review of General Psychology. 2015; 19(4):465–483.
Jochemsen-van der Leeuw HG, Wieringa-de Waard M, van Dijk N. Feedback on role model behaviour: effective for clinical trainers? Perspect Med Educ. 2015; 4(3):153–157.
Elzubeir M, Rizk D. Identifying characteristics that students, interns, and residents look for in their role models. Med Educ. 2001; 35(3): 272–7.
Cruess SR, Cruess RL, Steinert Y. Role modelling-making the most of a powerful teaching strategy. BMJ. 2008; 336(7646):718–21.
| Files | ||
| Issue | Vol 17 (2024) | |
| Section | Original Article(s) | |
| DOI | https://doi.org/10.18502/jmehm.v17i9.17108 | |
| Keywords | ||
| Medical ethics; Education; Students; CIPP model. | ||
| Rights and permissions | |
|
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
