Using CIPP Model for Summer Course Development: Case Study in Musculoskeletal System
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Abstract
Background: During the past three consecutive years, it was found that a significant number of students did not meet 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 used for evaluating the outcome of teaching and learning. However, this study has expanded the application of the CIPP model in curriculum development planning in order to improve the effectiveness of managing summer courses designed to meet the minimal knowledge requirements. Methods: The pilot study and cross-sectional descriptive study were conducted by analysing the four aspects of the CIPP model, namely, context, input, process, and product. This model 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 physical science topics. This knowledge is necessary for their advancement 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: Data obtained from clinical instructors, preclinical instructors, and 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 a high level (4.49/5.00), while student performance and competency were also rated at a high level (4.14/5.00). Conclusion: The CIPP model can be effectively used for the planning, developing, and solving problems related to curriculum by considering the aptitude and attitude of learners. It also takes into account feedback from instructors and the requirements of clinical faculty.
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