Review evaluation indicators of health information technology course of master′s degree in medical sciences universities′ based on CIPP Model

Abstract

Background:Sensitivity of teaching and learning processes in universities emphasizes the necessity of assessment of the quality of education which improves the efficiency and effectiveness of the country. This study was conducted with an aim to review and develop the evaluation criteria of health information technology course at Master of Science level in Tehran, Shahid Beheshti, Isfahan, Shiraz, and Kashan medical universities in 2012 by using CIPP model.Materials and Methods:This was an applied and descriptive research with statistical population of faculty members (23), students (97), directorates (5), and library staff (5), with a total of 130 people, and sampling was done as a census. In order to collect data, four questionnaires were used based on Likert scale with scores ranging from 1 to 5. Questionnaires’ validity was confirmed by consulting with health information technology and educational evaluation experts, and questionnaires’ reliability of directorates, faculty, students, and library staff was tested using the Cronbach's alpha coefficient formula, which gave r = 0.74, r = 0.93, r = 0.98, and r = 0.80, respectively. SPSS software for data analysis and both descriptive and inferential statistics containing mean, frequency percentage, standard deviation, Pearson correlation, and Spearman correlation were used.Results:With studies from various sources, commentary of experts, and based on the CIPP evaluation model, 139 indicators were determined and then evaluated, which were associated with this course based on the three factors of context, input, and process in the areas of human resources professional, academic services, students, directors, faculty, curriculum, budget, facilities, teaching–learning activities, and scientific research activities of students and faculty, and the activities of the library staff.Conclusion:This study showed that in total, the health information technology course at the Master of Science level is relatively good, but trying to improve and correct it in some areas and continuing the evaluation process seems necessary.

Mapping of Health Technology Assessment (HTA) teaching and training initiatives: Landscape for evidence-based policy decisions in India

“…[ 40 ] Introducing HTA among the major educational institutions can specifically address the regional as well as state specific healthcare challenges by strengthening the education and training courses. [ 27 28 29 30 41 ] Results indicate that an infinitesimal segment (2.81%; n 2) of the institutions are offering HTA with the constraint of virtual training. It will strengthen the capacity building for the targeted trained manpower in tackling these health care concerns, increasing the transparency, inclusiveness, and accountability of the process across various states and regions in India.…”

“…Evidence from various countries with existing HTA modules also emphasizes on curriculum based common standards for educational initiatives and quality and training assurance implementation of community-based strategies for efficient, productive, and skilled manpower. [ 26 27 28 29 30 ] Initiation of HTA curriculum requires the involvement of numerous stakeholders, extensive capability building of the existing and potential workforce, and improved infrastructure.…”

“…[ 14 18 44 ] As per the evidence from the available literature, teaching and training programmes architect the future research and policy formulation. [ 26 27 28 29 30 ] HTA implications would be better understood by the people at the decision making level in a series of health policies.…”

“…Few of the academic institutions have also established HTA as a specialization in their academics/research domains. [ 25 26 27 28 29 ]…”

“…[ 27 28 ] Introducing HTA in curriculum will guide the researchers to focus on the information which is crucial in nature and prioritizing the health goals for strengthening the database and health system as a whole. [ 29 ]…”