Iranian Journal of Medical Education

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Introduction: An appropriate and accurate tool is one of the most important factors of a valid evaluation. The purpose of this study was to construct a valid and reliable instrument to evaluate reproductive health PhD program in Iran based on the CIPP Evaluation Model. Methods: This study was conducted in Isfahan University of Medical Sciences in year two thousand thirteen. The questionnaire designing and validating was conducted in four phases at first the main questions in four domains of context, input, process, and product were designed according to literature and various library and internet sources related to CIPP evaluation model review. Then the indicators were extracted for each domain using available resources in Iran and other countries and then the researcher made questionnaires were constructed based on these indicators. In the next phase, content and face validity were assessed to determine the validity of the questionnaires. Content validity was evaluated by the opinions of the experts and content validity index. Finally, The Cronbach’s alpha coefficient and the Guttman’s Lambda coefficient were calculated. Results: At first and second phases, four questionnaires based on 156 indicators extracted in four domains (context, input, process and output) by researchers were designed for four groups head of department (responsible for Reproductive Health PhD program), faculty members (faculties of Ph.D. in Reproductive Health), graduates and students of this field. In the third phase, the questionnaires were validated by the opinions of the experts, the elimination of 8 questions, adding 3-15 questions depending on the domain and the group and then questions having CVI from 0.70 to 0.79 were modified. The average of scale-level content validity index was 0.90 and the reliability of the questionnaires of the head of department, faculty members, students and graduates were determined through Cronbach’s alpha coefficient which were 0.98, 0.96, 0.98, and 0.98 respectively. Guttman's Lambda coefficient was 0.98, 0.68, 0.89 and 0.91, respectively. Conclusion: The designed tool for evaluating Reproductive Health Ph.D. Program was valid and reliable and can be used for evaluating different educational programs under the consideration of program objectives and characteristics.

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Introduction: Evaluation is one of the most common ways of improving educational systems. This qualitative study investigated students and graduates’ viewpoints on the compulsory specialized courses syllabus in reproductive health PhD program. Methods: In this qualitative study with conventional content analysis approach, the data were gathered from 7 graduates and 16 PhD candidates of reproductive health through individual semi-structured interviews and evaluation of specialized courses and curriculum content analysis questionnaire in 2013-2014 academic years. Results: Three main categories were extracted from participants’ descriptions of compulsory specialized courses syllabus as well as the content analysis of reproductive health PhD curriculum: the necessity of curriculum conformity to the mission of reproductive health, reinforcement of the society-oriented and clinical nature of specialized courses, and the revision of specialized courses' offering order. Conclusion: Examination of the main categories indicates that it is necessary to revise the curriculum of reproductive health PhD program. It is suggested that specialized courses should be revisited and developed in order to fulfill the mission of this field. It is also essential that the society-oriented and clinical nature of the courses be reinforced.

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Introduction: Since neonatal nursing MSc program has not been evaluated systematically, it requires systematic and coherent evaluation for qualitative and quantitative improvement. Therefore, the purpose of this study was to evaluate the neonatal intensive care nursing MSc program based on CIPP model in Isfahan University of Medical Sciences.
Methods: As a CIPP-based educational evaluation, this descriptive cross-sectional study was performed in 2014 on 40 participants including one head of department, 7 faculty members of pediatric nursing department, 25 students and 7 graduates of NICU nursing MSc program at Isfahan University of Medical Sciences. Participants were selected by means of census method. The program was evaluated using a researcher-made CIPP-based questionnaire that consisted of context, input, process, and product dimensions. Experts’ opinion was used to verify face and content validity and Cronbach’s alpha coefficient was used to determine the questionnaire’s reliability. Data were analyzed in SPSS software.
Results: Findings showed that the mean scores of context (47/18±7/77), process (120/23±24/5) and product (59/85±17/16) were significantly higher than the average while the mean score of input (84/18±17/9) was lower (p=0. 003).
Conclusion: Results indicate that the input aspect of the neonatal intensive care nursing MSc program at Isfahan University of Medical Sciences is at an undesirable level. Therefore, it seems that improvement of the educational quality and revision of the program require greater emphasis on enhancing factors that might affect the input, especially curriculum and faculty members.