@2025 Afarand., IRAN

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ISSN: 2228-5468    Education Strategies in Medical Sciences 2014;7(5):339-344

Background
The family physician’s higher management course has been designed to enable the family physicians working in the Iranian Health System [1]. The course content is related to managing, saving, and enhancing the popular health, based on which the graduated persons acquire capabilities in general care management based on the needs of family, society, and the health system continuously and universally [2, 3]. … [4-9] The CIPP model is one of the important models for evaluating the educational programs [10]. The aim of the model is to provide a logical basis to determine the educational goals [8]. … [11-14]
Previous Studies
Non-declared
Aim(s)
The aim of this study was to evaluate modular training course of family physician’s higher management course in Iran.
Research type
This is a descriptive cross-sectional study using evaluation method based on CIPP model [15].
Research society, place and time
Family physicians participating in the modular training course of family physician’s higher management, teachers, and the designers and performers of the course were studied in Iran in 2014.
Sampling method and number
Cluster sampling method was used. All members of population including 218 students of Family Physician Course and 34 teachers, designers, and performers of the course were studied. The sample size was estimated, using Cochran’s formula.
Used devices&materials
Data was collected using two researcher-made questionnaires of the family physicians and of the teachers, designers, and performers of the course. The 33-question questionnaire of the family physicians included 7 dimensions, which were “course content organizing”, “course length”, “implementation method”, “method of course presentation”, “capability to utilize the lessons”, “evaluating the learners”, and “educational sources”. The 34-question questionnaire of the teachers, designers, and performers included the above dimensions alongside the costs. Based on the Likert’s Scale, the questionnaires were divided into 5 grades as very low, low, moderate, high, and very high with 1 to 5 scores. The results were judged based on three levels as “favorable” (mean score between 4 and 5 scores), “relatively favorable” (mean score between 3 and 3.99 scores), and “undesirable” (mean score between 1 and 2.99 scores). Content validities of the questionnaires were evaluated using related texts and experts’ viewpoints. Reliability of the questionnaire was confirmed via internal correlation of the topics and 0.85 Cronbach’s Alpha for every dimension of the questionnaire. Data was analyzed and described using SPSS 16 software and Central and Dispersion Parameters. Independent T Test was used to compare the mean scores of each dimension of the students and teachers’ questionnaires. One-way ANOVA was used to compare the mean scores of each dimension of the questionnaire in the universities.
Findings by Text
The students’ mean age was 39.2±7.4years. 114 persons (52.3%) were male. Mean age of the teachers, designers, and performers was 43.8±6.9years. 21 persons (61.8%) were male. The students’ viewpoints about all the designed dimensions for evaluating the family physician’s training course were consistent. The students’ highest and lowest satisfaction levels were in the course length and the implementation method, respectively. The teachers, designers, and performers’ viewpoints about course content organizing, course length, methods of course presentation, and educational sources were consistent. Their viewpoints about implementation method, capability to utilize the lessons, evaluating the learners, and costs were inconsistent. The teachers’ highest and lowest satisfaction levels were in the course length and costs, respectively. There was no significant difference between the mean values of the viewpoints of the students of 8 universities. There was no significant difference between the viewpoints of the teachers of the universities. There was a significant difference between the mean values of the students and teachers’ viewpoints in course content organizing, implementation method, capability to utilize the lessons, and evaluating the learners (Table 1).
Main comparison to the similar studies
… [16-18] From the students’ viewpoints, the mean score of course content organizing was relatively favorable (3.28). In Shiraz University, the mean score of course content organizing has been less than favorable (2.83) [19]. The students’ viewpoints about the course content has been relatively favorable (mean score=3.86) [20], which is consistent to the results of the present study to some extent. The score of the course length was 3.67, which was favorable to some extent from the students’ viewpoints. The score of the course content in Shiraz university has been 3.65 [19]. The mean score of methods of course presentation was 3.19. The score of methods of course presentation in Shiraz University has been 3 [19] that is consistent with the results of the present study to some extent. … [21, 22]
Suggestions
Evaluation activities in the educational centers ought to be developed to enhance the activities in the educational systems. Methods of implementation ought to be noticed.
Limitations
Lack of required homogeneity between the levels of the students and the faculty members of different universities was one of the limitations for the present study.
Conclusions
The students’ viewpoints about all the dimensions of evaluation of the family physician’s course are relatively favorable. The viewpoints of the teachers, designers, and performers about course content organization, course length, methods of course presentation, and educational sources are relatively favorable, while their viewpoints about implementation method, capability to utilize the lessons, evaluating the learners, and costs of the educational program are less than average.
Acknowledgments
The researchers feel grateful to the teachers, students, and other participants.
Conflict of interest
Non-declared
Ethical Permissions
Non-declared
Funding Sources
The paper was extracted from an MSc thesis.

TABLES and CHARTS

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