Evaluation of medical ethics education using the CIPP model: a study on the perspectives of medical students

Amirhossein  Alirezaie; Habibeh  Ahmadipour; Mina  Mobasher

doi:10.18502/jmehm.v17i9.17108

Amirhossein Alirezaie Medical Student, Afzalipour Faculty of Medicine, Kerman University of Medical Sciences, Kerman, Iran.
Habibeh Ahmadipour Associate Professor, Department of Community and Family Medicine, Afzalipour Faculty of Medicine, Kerman University of Medical Sciences, Kerman, Iran.
Mina Mobasher Assistant Professor, Department of Medical Ethics and History of Medicine, School of Persian Medicine, Kerman University of Medical Sciences, Kerman, Iran.

DOI: https://doi.org/10.18502/jmehm.v17i9.17108

Keywords: Medical ethics; Education; Students; CIPP model

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.