Using CIPP Model for Summer Course Development: Case study in Musculoskeletal system
Article Sidebar
Main Article Content
Abstract
Background: During the past three consecutive years, it has been found that a significant number of students did not pass the minimum passing criteria in the Musculoskeletal System I subject and had to retake the exam each year. In most educational institutions in Thailand, the use of the CIPP model is primarily for evaluating the outcomes of teaching and learning.
However, this study has expanded the application of the CIPP model in curriculum development planning to improve the effectiveness of managing summer courses aimed at meeting the minimal knowledge requirements. Methods: The pilot study and cross-sectional descriptive study were conducted by analysing the four aspects of the CIPP model, which are context, input, process, and product. It is used as a foundation for problem-solving, curriculum development planning, and selecting appropriate learning methods to provide students in need of remedial and developmental education with sufficient knowledge in essential and necessary physical science topics to advance in higher-level studies, particularly in the fields of surgery, rehabilitation medicine, and otolaryngology. Data was collected through questionnaires and collaborative discussions, followed by statistical analysis. Results: The data obtained from clinical instructors, preclinical instructors, 2nd-year, and 5th-year medical students, totaling 161 individuals, were used to determine the teaching topics and suitable learning formats for the remedial summer course for medical students. For the product evaluation, curriculum appropriateness was rated at the highest level (5.00/5.00), while student performance and competency were rated at a high level (4.19/5.00). Conclusion: The CIPP model can be effectively used in the planning, development, and problem-solving of curriculum by considering the aptitude and attitude of the learners. It also takes into account the feedback from instructors and the requirements of clinical faculty.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Rohen JW, Yokochi C, Drecoll EL : Color Atlas of Anatomy. 7th ed. Germany: Lippincott Williams & Wilkins/A Wolters Kluwer Company; 2011.
Standring S. Gray's Anatomy: The Anatomical Basis of Clinical Practice. 41st ed. Elsevier; 2016.
Netter FH.: Atlas of Human Anatomy. 7th ed. Philadelphia: Elsevier Saunders; 2019. Available from: https://www.clinicalkey.com
Stufflebeam D. L, Shinkfield A. J. Evaluation: Theory, models and applications. San Francisco: Jossey-Bass; 2007.
Patphol, M. Curriculum evaluation for learning and development. 3rd ed. Bangkok:
Charansanitwong Printing Co., Ltd.; 2015. Thai
Iramaneerat C, Rangsisombatsiri C. Satisfaction Survey of Graduates from the Doctor of Medicine Program of the Faculty of Medicine Siriraj Hospital. Siriraj Medical Bulletin. 2010;3(2). Thai
Kaewpila P, Prakongsilpa Y. Evaluation of Doctor of Medicine Program B.E. 2540. Journal of Education Graduate Studies Research. Khon Kaen University. 2012;6(2). Thai
Damrongkijkosol C, Methapatra P, Stirayakorn P. The Development of Instructional Course Evaluation System for Institution under the Commission of Vocational Education. The Journal of Faculty of Applied Arts, King Mongkut’s University of Technology North Bangkok. 2015;8(1): 80-88. Thai
Chintapanyakun T, Ruaengsri S, Laksana K, Lhongsap P. The New Curriculum Evaluation: CIPPIEST Model. Journal of police nurses. 2017;9(2): 203-212. Thai
Buasri T. Curriculum theory: Design and development. 2nd ed. Bangkok: Pattanasuksa Printing; 1999. Thai
Srisaad B. Basic Research. 9th ed. Bangkok: Suweeyasarn; 2013. Thai
Suttidej J, Boonyasopon T, Mathapatara P, Ratchusanti S. Development of Training Program on Vocational Education Qualification Framework of Subject Area in the Bachelor of Technology Degree Program under the Office of Vocational Education Commission. The Journal of King Mongkut’s University of Technology North Bangkok. 2012; 22(2): 377-384 Thai
Stufflebeam D.L. The CIPP model for evaluation, in T. Kellaghan and D.L Stuffelebeam (eds), International Handbook of Educational Evaluation. Netherland: Kluwer Academic Publishers. 2003. p. 31 -62.
Watanasuntorn K. Application of Stufflebeam’s CIPP Model for Educational Project Evaluation. Suranaree Journal of Social Science.; June 2008;2(1): 67-83. Thai
World Agroforestry Center, The CIPP evaluation model. accessed 16 Jan 2015. Available from: http://www.cglrc.cgiar.org/icraf/toolkit/default.htm#The_CIPP_evaluation_model.htm
Wanphet W. The quality assessment for development of strategic plan, Faculty of industrial technology in Rajabhat University. Faculty of Industrial Technology, Pranakhon Rajabhat University, Thailand. International Conference: The COMSA 2016: The 2nd conference on Management and Sustainability in Asian, 2016 on September 1-3, Hiroshima, Japan; 2016.
Nuallaong W. How to instruct the Generation Y medical students, Bangkok: Thammasat Medical Journal, 2010; 10(3): 381-386. Thai
Rangchaikul W. Project Evaluation: Concept and Practice. 8th ed. Bangkok: Chulalongkorn University Press; 2013. Thai