Document Type : Original Article
Authors
1
Assistant Professor, Department of Midwifery and Reproductive Health, Faculty of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
2
Professor of Medical Ethics, Department of Medical Ethics, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
3
Associate Professor, Department of Medical Ethics and History of Medicine, School of Persian Medicine, Kerman University of Medical Sciences, Kerman, Iran
4
Professor of Forensic Medicine, Department of Medical Ethics, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
5
Associate Professor, Department of Community and Family Medicine, Afzalipour Faculty of Medicine, Kerman University of Medical Sciences, Kerman, Iran
6
Associate Professor, Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran
7
MA, Librarian, Department of Central Library and Documentation Center of Kerman University of Medical Sciences, Kerman, Iran
10.22062/sdme.2026.201396.1609
Abstract
Background: Over the years, medical schools worldwide have sought to enhance the learning experience of their students through curriculum updates and diverse teaching methodologies. In this regard, Iranian medical schools have incorporated Medical Etiquette Courses to foster the development of professional skills and behaviors among medical students. Continuous evaluation of these courses is essential to ensure and improve their effectiveness.
Objectives: The purpose of this research was to identify the validity and reliability of a researcher-made evaluation scale, grounded in the principles of Stufflebeam’s CIPP Evaluation Model, for assessing “Medical Etiquette Courses” in the Iranian undergraduate medical curriculum.
Methods: A questionnaire was developed according to the CIPP model of evaluation. The face and content validity of the questionnaire were assessed by an expert panel of
10 faculty members with specialties in medical education and medical ethics. The reliability of the questionnaire was measured through internal consistency using Cronbach's alpha coefficient. Construct validity was evaluated via confirmatory factor analysis using goodness of fit indices. In the pilot study, 171 medical students in the clerkship period who had completed “Medical Etiquette Courses” at Kerman and Shahid Beheshti Universities of Medical Sciences answered the 32-item questionnaire. The data were analyzed using SPSS version 22 and Lisrel 8.8.
Results: The content validity index and content validity ratio were determined as 0.97 and 0.96, respectively. The Cronbach's alpha coefficient of the whole questionnaire was 0.89. Construct validity was confirmed by confirmatory factor analysis. In fact, this model had good fit indices.
Conclusion: The findings from the exploratory and confirmatory factor analyses revealed that the questionnaire is a valid and reliable instrument for assessing the quality of “Medical Etiquette Courses” across the four CIPP dimensions: Context, Input, Process, and Product. By incorporating continuous feedback, the CIPP model facilitates evidence-based decision-making and promotes sustainable educational development.
Highlights
Homa Sadeghi Avval Shahr: (Google Scholar) (PubMed)
Leila Afshar: (Google Scholar) (PubMed)
Mina Mobasher: (Google Scholar) (PubMed)
Shabnam Bazmi: (Google Scholar) (PubMed)
Habibeh Ahmadipour: (Google Scholar) (PubMed)
Atefe Ahamadi: (Google Scholar) (PubMed)
Leila Namdar: (Google Scholar) (PubMed)
Keywords
