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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 modelA 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.  

The cross-cultural perspective emphasizes the principle of cultural equality, stresses the change of concepts, and seeks to cultivate high-quality talents in the needs of the new era. This paper analyzes the necessity of cross-cultural identity in English talent cultivation, analyzes the curriculum system of English professional talent cultivation based on the cross-cultural perspective, and constructs the professional cultivation practice links complementary to the primary and secondary lines. Utilizing the CIPP evaluation model, we build the four assessment links of background assessment, input assessment, process assessment, and outcome assessment for English talent cultivation quality assessment, and we select the improved hierarchical analysis method to calculate the weights of the indicators. The actual teaching quality of English talent cultivation in colleges and universities is determined by the scores of students and teachers on the assessment indicators. Suggestions and demands are being put forward for the English talent cultivation system. The analysis obtains that among the four first-level indicators, the scores of English talent cultivation evaluation are, in descending order, the assessment of talent cultivation results, the assessment of talent cultivation process, the assessment of talent cultivation inputs, and the assessment of talent cultivation background, in which the total score of English talent cultivation quality evaluation is 4.325, which is at a reasonable level.

Background: It is necessary to evaluate the program to measure and maintain its quality during implementation. This study aimed to evaluate the Bachelor of Healthcare Management educational program at Yazd University of Medical Sciences using the CIPP (Context, Input, Process, Product) evaluation model. Methods: This descriptive-cross-sectional study was conducted at Yazd University of Medical Sciences in 2023, with the participation of 8 faculty members, 95 students, and 327 graduates. Three questionnaires, encompassing four dimensions and nine domains, were used as data collection tools. The data were analyzed using the SPSS software (version 27), employing the ANOVA test and descriptive statistics. Results: In terms of context, input, process, and product, the overall scores for the educational program of the course were 3.03, 2.96, 3.06, and 2.99, respectively. Concerning the overall score across all dimensions, faculty members scored higher than students, and a statistically significant difference was observed between the overall scores of faculty members and students. A significant correlation was found among the dimensions investigated. In general, this training course was evaluated at a relatively favorable level. Conclusion: Given the course’s low score in the ‘appropriateness of curricula with approved topics’ section, it is feasible to increase the program’s overall desirability by implementing some modifications in the course topics and accentuating the students’ skill development.

The flaws in the conventional teaching quality evaluation system that have always existed have not been fixed since the start of the new century. This study suggests a teaching assessment model for college education that utilizes the CIPP model since there is a pressing need for a model that can satisfy the demands of the modern educational environment. The investigation examines the relevance of both approaches to teaching quality evaluation in educational institutions by combining the advantages of CIPP and BP neural networks. The artificial neural network’s working mechanism is described, the weights within the BP learning algorithm are modified, and the first version of the teaching assessment model is inferred based on an analysis of the structure and function of neurons. The conceptual model of teaching quality assessment in higher education is intended to be completed by the model’s algorithm and framework. Investigate and analyze the teaching quality of S colleges and universities using the empirical analysis approach. The results of the empirical investigation show that the correlation coefficients of the 4 dimensions of teaching evaluation are above 0.6, with control between 0.3-0.8, and they have a strong correlation. The Cronbach’s alpha coefficients of the survey are all above 0.7, with very good reliability.

Under the dual impetus of industrial upgrading and higher education quality enhancement, it has become a common consensus to construct a student competency evaluation tool that can reflect the entire “teaching–learning–application” chain. However, existing studies remain insufficient in terms of system integrity and quantitative operability. Guided by the CIPP evaluation model (Context–Input–Process–Product), this study follows the logical progression of “context–input–process–output.” Through a combination of literature review, expert interviews, and the Delphi method, an initial set of indicators was developed. The Analytic Hierarchy Process (AHP) was then employed to determine indicator weights, and a fuzzy comprehensive evaluation approach was integrated to construct the quantitative model. The results indicate that the established system effectively balances process monitoring and outcome orientation, emphasizing university–industry collaboration, authentic learning contexts, and ability transferability, while demonstrating strong interpretability and diagnostic value. The final framework includes 4 primary indicators, 11 secondary indicators, and 68 tertiary indicators. The expert authority coefficients for the two Delphi rounds were 0.840 and 0.845, respectively, with Kendall’s coordination coefficients of 0.182 and 0.244. The AHP consistency test yielded CR < 0.1, confirming reliability. Using a sample of 132 students from the 2019 cohort of the Mechanical Engineering program at a “Double First-Class” university, model application results showed that 79.6% of students achieved an overall competency level of “good” or above. Among the first-level dimensions, the expected values of process evaluation and input evaluation outperformed those of context evaluation and output evaluation, suggesting the need to further strengthen institutional reputation building and graduate quality feedback mechanisms. The findings demonstrate that the proposed indicator system and evaluation model can effectively mitigate ambiguity and subjectivity in competency assessment. It possesses high applicability and promotional value in supporting teaching quality diagnostics, talent training program optimization, and deep university–industry collaboration.

In the fast-evolving field of information technology, visual communication design education must adapt through innovative curriculum reforms. This study employs the CIPP model to develop a robust index system for evaluating the effectiveness of these reforms within higher education institutions. Utilizing the entropy weight method for index weighting and the TOPSIS method for comprehensive evaluation, we assessed the reform quality across 12 colleges and universities. Our analysis, incorporating descriptive statistics and linear regression, reveals that a significant proportion (75%) of institutions score below 0.4, indicating average to low reform quality. Key factors impacting reform quality— teaching attitude, learning attitude, and course content—demonstrate substantial influence, with coefficients of 0.238, 0.648, and 0.658, respectively. All second-level factors showed a significant positive impact on reform quality, with significance coefficients below 0.01. These findings highlight the critical areas for enhancing curriculum reform efforts in visual communication design education.

The assessment of graduate quality education quality is an important support to guarantee the quality of graduate quality education, and the promotion of assessment activities and the improvement of the assessment system are conducive to colleges and universities to find out the real problems in the management of quality education. This paper proposes a set of evaluation indexes for the quality of graduate quality education based on the CIPP model, and determines the conceptual model of graduate quality education quality evaluation index system through the Delphi method. Hierarchical analysis is used to assign weights to the first and second level evaluation indexes of the model, and the quality of quality education is assessed based on the TOPSIS method. Eight polytechnic colleges and universities were selected as the empirical objects to score the first-level evaluation indexes and the overall quality of quality education by applying the quality assessment model of postgraduate quality education proposed in this paper. The results show that at the level of overall quality education quality, A1>A3>A4>A2>A5>A6>A7>A8, and the relative proximity of A1 is 0.914 and that of A8 is 0.304.

Developing a nursing undergraduate blended teaching quality evaluation tool based on the Context, Input, Process and Product model and evaluating its reliability and validity. Blended teaching is a commonly used teaching method in medical education, but there are limited tools available to effectively measure the quality of blended teaching. A Delphi study and cross-sectional study. Using the Context, Input, Process and Product model as the theoretical framework, a questionnaire was developed through literature review, expert consultation and pre-survey. From April to July 2023, 448 students from a certain university were selected as the research subjects and the questionnaire was examined for reliability and validity through a survey method. The blended teaching quality evaluation scale with 35 items includes four dimensions Context, Input, Process and Product. The content validity and reliability of the blended teaching quality evaluation scale are both good, with a content validity index of 0.934 for the total scale and a content validity index of 0.750–1.00 for each item. The SEM shows that χ2/df = 6.89, RMSEA = 0.115, CFI = 0.882, NFI=0.865, RFI= 0.855, IFI = 0.882, TLI = 0.873. The Cronbach’s α coefficient of the total scale is 0.991 and the Cronbach’s α coefficient for each dimension is 0.944–0.984. The scale is based on the characteristics of blended learning and quality evaluation covers all aspects of teaching. It can accurately evaluate the quality of teaching, evaluate the problems in the teaching process based on the teaching quality score and propose reasonable teaching improvement suggestions based on the weak links in the teaching process.

The intelligent development of society has brought new impetus to English teaching in universities, which has led education workers to update their education philosophy and realize the integration and innovation of teaching methods. This paper takes advantage of the Internet’s advantages in blended teaching as the entry point and constructs a blended learning model for English teaching. To verify the innovation and practicability of the model in teaching, the evaluation index system of the blended learning model of English teaching is constructed on the basis of the CIPP model, and the variance maximization idea is used to combine the weights of principal component analysis and entropy weights, which guarantees the scientificity and objectivity of the weights of the evaluation indexes. The blended learning model of teaching was quantitatively analyzed in terms of teaching objectives, programs, processes, and effects using examples. The results show that the blended learning model of English teaching is conducive to improving the level of English teaching in colleges and universities, and its overall evaluation score is 3.59, which is a good level. Each first-level index in the evaluation index system has a score range of 3.2 to 3.7, which is a good level overall. Under the background of the Internet, the introduction of blended teaching can effectively innovate English teaching, and on the basis of focusing on students’ learning behaviors, we should pay attention to the guiding role of teachers so as to boost the quality of English teaching.

Objective This study aims to establish a comprehensive evaluation system for assessing public health practice teaching quality, addressing the shortcomings of traditional evaluation methods. The framework integrates the Context, Input, Process, and Product (CIPP) model with the Analytic Hierarchy Process (AHP) and Entropy Weight Method to provide precise and balanced weightings for evaluation indicators. AHP was selected for its ability to incorporate expert judgment with consistency checks, ensuring structured decision-making, while the Entropy Weight Method enhances objectivity by assigning weights based on data variability, reducing potential biases in expert evaluations. Methods The development process included two rounds of Delphi expert consultations to refine the evaluation indicators and achieve consensus among experts. AHP and the Entropy Weight Method were applied to calculate and verify the weights of indicators. Statistical methods were used to ensure the reliability and validity of the framework. Results High consensus was achieved on key evaluation factors, emphasizing the critical roles of teaching facilities and information technology in public health education. The evaluation system combines expert insights with data-driven metrics, demonstrating strong reliability and adaptability. Findings underscore the system’s ability to identify strengths and weaknesses in teaching quality effectively. Conclusion This evaluation system provides a practical and scientifically grounded framework for improving resource allocation, policymaking, and quality enhancement in public health education. Its flexible structure enables dynamic adjustments to meet evolving educational standards and diverse teaching contexts. This tool offers valuable guidance for educators, policymakers, and stakeholders to enhance the effectiveness of public health teaching practices.