Table 4.
The summary of the studies’ results
| Author | Language | Year | Country | Study type | Aim | Statistical population | Data collection tool | Overall quality score |
|---|---|---|---|---|---|---|---|---|
| Zadeh and Far[14] | English | 2012 | Iran | Quantitative study | Evaluation of midwifery in Islamic Azad University of Mahabad | Students | Questionnaire | 5 |
| 27% | ||||||||
| Ehsanpour[15] | Persian | 2006 | Iran | Quantitative study | Achieving minimum learning requirements from the viewpoints of midwifery students in Isfahan. | Students | Questionnaire | 10 |
| 56% | ||||||||
| AbdiShahshahani et al.[16] | English | 2015 | Iran | Quantitative study | Evaluation of reproductive health PhD program in Iran | Students, faculty members, managers, graduates | Questionnaire | 14 |
| 78% | ||||||||
| AbdiShahshahani et al.[17] | English | 2014 | Iran | Quantitative study | Evaluation of the input indicators of reproductive health PhD program in Iran | Students, faculty members, managers, graduates | Questionnaire | 15 |
| 83% | ||||||||
| Kool et al.[18] | English | 2017 | New Zealand | Mixed-methods study | The aim of this study was to evaluate if the revised program provided an important experiential learning opportunity for medical students without imposing an unsustainable burden on clinical services | Supervisors, students, academic administrators, hospital staff | Questionnaire-Interview--Focus group | * |
| 25% | ||||||||
| Mohebbia et al.[19] | English | 2011 | Iran | Quantitative study | Evaluating the medical records education course at MSc level in Iranian universities of medical sciences | Students, faculty members, graduates | Questionnaire | 14 |
| 78% | ||||||||
| Maqbool Alia et al.[20] | English | 2018 | Australia | Quantitative study | Evaluation of an interactive case-based learning system for medical education | Students | Questionnaire | 11 |
| 61% | ||||||||
| Lee et al.[21] | English | 2019 | Korea | Mixed methods study | Evaluation of medical humanities course in the college of medicine | Students, faculty members | Questionnaire-Interview -Focus group | *** |
| 75% | ||||||||
| Phattharayuttawat et al.[22] | English | 2009 | Thailand | Mixed methods study | Evaluation of the curriculum of a graduate program in clinical psychology | Students, faculty members, graduates | Questionnaire-Interview | 1* |
| 25% | ||||||||
| Bazrafshan et al.[23] | English | 2015 | Iran | Mixed methods study | Synthesis and development of a framework to evaluate the quality of the HSM program at Kerman University of Medical Sciences | Students, faculty members, graduates | Questionnaire-Interview | *** |
| 75% | ||||||||
| Powell and Conrad[24] | English | 2015 | USA | Quantitative study | To examine the enhancement of a university health course through the utilization of the CIPP model as a means to develop an integrated service learning component | Students | Questionnaire | 10 |
| 56% | ||||||||
| Mirzazadeh et al.[25] | English | 2016 | Iran | Mixed methods study | Evaluation of a new undergraduate medical education program in a period of 8 years | Students, faculty members, graduates | Questionnaire-interview - Focus group-Expert panel | |
| *** | ||||||||
| 75% | ||||||||
| Yarmohammadian and Mohebbi[26] | English | 2015 | Iran | Quantitative study | Review and development of the evaluation criteria of health information technology course at MSc level in Tehran, Shahid Beheshti, Isfahan, Shiraz, and Kashan | Students, faculty members, librarians | Questionnaire | 13 |
| 72% | ||||||||
| Rooholamini et al.[27] | English | 2017 | Iran | Mixed methods study | Evaluation of an integrated basic science medical curriculum in Shiraz Medical School | Students, faculty members, graduates | Questionnaire-Interview Focus group | * |
| 25% | ||||||||
| Adham and Diala[28] | English | 2014 | Pakistan | Quantitative study | Evaluation project for (FPDP) in order to provide empirical evidence on its importance as a way to smooth the transition to the (BL). | Faculty members | Questionnaire | 9 |
| 50% | ||||||||
| Kim et al.[29] | English | 2010 | Korea | Qualitative study | Quality of faculty, students, curriculum, and resources for nursing doctoral education in Korea | Students, faculty members, managers, graduates | Focus group | *** |
| 75% | ||||||||
| Lippe and Carter[30] | English | 2017 | USA | Mixed methods study | Evaluation of the quality and merit of end-of-life care education within a nursing program | Students, faculty members | Questionnaire- Interview-Focus group | * |
| 25% | ||||||||
| Ashghali-Farahani et al.[31] | English | 2018 | Iran | Qualitative study | Evaluation of the challenges of neonatal intensive care nursing curriculum based on the CIPP evaluation model | Students, faculty members, graduates | Interview | *** |
| 75% | ||||||||
| Souto et al.[32] | English | 2018 | Brazil | Mixed methods study | To evaluate the teaching-learning methodologies adopted by teachers of a nursing course from the perspective of students | Students, faculty members | Questionnaire- Focus group | *** |
| 75% | ||||||||
| Neyazi et al.[33] | English | 2016 | IRAN | Quantitative study | Evaluation of selected faculties at Tehran University of Medical Sciences using the CIPP model from the perspective of students and graduates | Students, graduates | Questionnaire | 13 |
| 72% | ||||||||
| Nagata et al.[34] | English | 2012 | Japan | Quantitative study | Evaluation of doctoral nursing education in Japan by students, graduates, and faculty members | Students, faculty members, graduates | Questionnaire | 15 |
| 83% | ||||||||
| Young et al.[35] | English | 2019 | Korea | Review study | How to execute CIPP evaluation model in medical health education | Articles | Checklists | 15 |
| 83% | ||||||||
| Akhlaghi et al.[36] | Persian | 2011 | Iran | Quantitative study | Evaluating the quality of educational programs in higher education using the CIPP model | Students, faculty members, graduates, librarians | Questionnaire | 11 |
| 61% | ||||||||
| Okhovati et al.[37] | Persian | 2014 | Iran | Quantitative study | Evaluating the Bachelor’s degree program of HSM at Kerman University of Medical Sciences | Students, faculty members, graduates | Questionnaire | 10 |
| 56% | ||||||||
| Yazdani and Moradi[38] | Persian | 2017 | Iran | Quantitative study | Evaluation of the quality of undergraduate nursing education program in Ahvaz based on the CIPP evaluation model | Students | Questionnaire | 13 |
| 72% | ||||||||
| Tabari et al.[39] | English | 2016 | Iran | Quantitative study | Evaluation of educational programs of pediatrics, orthodontics, and restorative departments of Babol dental school from the perspective of the students based on the CIPP model | Students | Questionnaire | 13 |
| 72% | ||||||||
| Pakdaman et al.[40] | Persian | 2011 | Iran | Quantitative study | Evaluation of the achievement of educational objectives of the Community Oral Health and Periodontics Departments using the CIPP model of evaluation from the students’ perspective | Students | Questionnaire | 14 |
| 87% | ||||||||
| Tabari et al.[41] | English | 2018 | Iran | Quantitative study | Evaluation of educational programs in endodontics, periodontics, oral, and maxillofacial surgery departments of Babol Dental School based on the CIPP model from the students’ perspective | Students | Questionnaire | 15 |
| 83% | ||||||||
| Jannati et al.[42] | Persian | 2017 | Iran | Quantitative study | Evaluating Educational Program of Bachelor of Sciences in Health Services Management Using CIPP Model in Tabriz | Students, faculty members, graduates | Questionnaire | 15 |
| 83% | ||||||||
| Makarem et al.[43] | Persian | 2013 | Iran | Quantitative study | Evaluation of the educational status of Oral Health and Community Dentistry Department at Mashhad Dental School | Students, faculty members | Questionnaire | 14 |
| 78% | ||||||||
| Alimohammadi et al.[44] | Persian | 2013 | Iran | Quantitative study | Evaluation of the Medical School Faculty of Rafsanjan University of Medical Sciences | Students, faculty members, graduates | Questionnaire | 13 |
| 72% | ||||||||
| Hemati et al.[45] | Persian | 2018 | Iran | Quantitative study | Evaluating the neonatal intensive care nursing (MSc) program based on the CIPP model in Isfahan University of Medical Sciences | Students, faculty members, managers, graduates | Questionnaire | 16 |
| 84% | ||||||||
| Tezakori et al.[46] | Persian | 2010 | Iran | Mixed methods study | Evaluation of Nursing PhD curriculum in Iran based on CIPP- model evaluation | Students, graduates | Questionnaire-Interview | * |
| 25% | ||||||||
| Saberian et al.[47] | Persian | 2003 | Iran | Quantitative study | A pattern for internal evaluation of the nursing school | Students, faculty members | Questionnaire | 6 |
| 33% | ||||||||
| Esfeden et al.[48] | Persian | 2020 | Iran | Quantitative study | Evaluation of the realization of clinical nursing students’ learning objectives using the CIPP evaluation model | Students | Checklists | 12 |
| 67% | ||||||||
| Mahram et al.[49] | Persian | 2012 | Iran | Quantitative study | Achievement of educational goals from the perspectives of undergraduate nursing students and head nurses | Students, head nurses | Questionnaire | 15 |
| 83% | ||||||||
| Olia and Nejad[50] | Persian | 2018 | Iran | Quantitative study | Comprehensive evaluation of the Anatomy Department of Shahid Sadoughi University of Medical Sciences | Students, faculty members, managers, graduates | Questionnaire | 12 |
| 67% | ||||||||
| Mohebbi and Yarmohammadian[51] | Persian | 2013 | Iran | Quantitative study | Developing evaluation indicators for the health information technology course at Master’s degree in selected universities of medical sciences | Students, faculty members, managers, library staff | Questionnaire | 8 |
| 44% | ||||||||
| Mazloomy Mahmoudabad et al.[52] | Persian | 2018 | Iran | Quantitative study | Evaluation of the externship curriculum for the public health course in Yazd University of Medical Sciences | Students, faculty members | Questionnaire | 15 |
| 83% | ||||||||
| Shayan et al.[53] | Persian | 2010 | Iran | Quantitative study | Designing the internal evaluation indicators of educational planning in postgraduate program (input, process, and outcome domains) in the Faculty of Public Health, Isfahan | Faculty members | Questionnaire | 10 |
| 56% | ||||||||
| Siswadi et al.[54] | English | 2019 | Indonesia | Quantitative study | Evaluation of the nursing schools’ performance in (INNCT) using the CIPP evaluation model | Faculty members, graduates | Questionnaire | 12 |
| 67% |
HSM=Health Services Management, CIPP=Context, Input, Process, and Product, FPDP= Faculty Professional Development Program, BL= Blended Learning program, INNCT= Indonesian National Nursing Competency Test, MSc= Master of Science