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Beyond traditional training: a comprehensive CIPP evaluation of medical internships: assessing program design, implementation, and clinical competency outcomes

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Publicado en:BMC Medical Education vol. 25 (2025), p. 1
Autor principal: Yoshany, Nooshin
Otros Autores: Seyed Saeed Mazloomy Mahmoodabad, Moradi, Leila, Sharma, Manoj
Publicado:
Springer Nature B.V.
Materias:
Internships
Educational evaluation
Questionnaires
Likert scale
Medical students
Efficiency
Health care
Education
Clinical outcomes
Medical education
Program Design
Learning Activities
Educational Methods
Scoring
Likert Scales
Internship Programs
Reliability
Communication Skills
Educational Change
Program Evaluation
Decision Making
Medical Evaluation
Job Skills
Check Lists
Program Implementation
Educational Objectives
Research Tools
Formative Evaluation
Educational Environment
Internal Medicine
Educational Facilities Improvement
Educational Strategies
Resource Allocation
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Resumen:AimInternship programs are important components of teaching and learning that provide medical students with opportunities for real-life learning. The study aimed at evaluating the internship program for students of xxx using the CIPP model (Context, Input, Process, and Product).Materials and methodsA cross-sectional descriptive analysis was performed on 305 students and 15 faculty members of xxx. Data were collected using a questionnaire based on the CIPP model that developed by researchers. The internship program was evaluated in four areas: input, context, process and product from the perspective of students and faculty members. The scores obtained for each domain were analyzed using SPSS v.21.ResultsContext Evaluation: Significant stakeholder discrepancy (p < 0.001): 78% of students reported inadequate environmental needs assessment vs. 35% of faculty 72% students identified goal misalignment with clinical realities vs. 28% faculty. Input Evaluation: No significant difference (p = 0.32): Comparable ratings for resource adequacy (students: 4.1/6, faculty: 4.3/6) Similar perceptions of curriculum design quality. Process Evaluation: Major implementation gaps (p < 0.001): Supervision quality: Students 2.8/6 vs. Faculty 4.7/6 Feedback mechanisms: 65% student dissatisfaction. Product Evaluation: Strong CIPP domain correlations: Context→Input: r = 0.769 (p < 0.001). Context→Process: r = 0.733 (p < 0.001). Context→Product: r = 0.724 (p < 0.001).ConclusionsThe design and implementation of evaluation programs based on the CIPP model may help improve internship programs and achieve students’ professional competencies. The positive and negative findings in this study should be considered by decision makers and healthcare officials when designing and implementing internship programs. Further longitudinal studies may be required to confirm these findings.Clinical trial numberNot applicable.
ISSN:1472-6920
DOI:10.1186/s12909-025-07404-3
Fuente:Healthcare Administration Database