Evaluation of Educational Programs by using CIPP pattern in the Department of Restorative Dentistry Tabriz Dental School

Abstract

Introduction: The main field of dentistry in restorative and beauty dentistry is the ability to diagnose and detect dental caries and perform restorative and beauty treatments. The mentioned areas have theoretical and practical educational activities for general and doctoral students and also is the specialized management activities. Undoubtedly, students' educational experiences in dentistry and their views on the content, structure and quality of education are key factors in the quality control of educational and assessment programs and can be an important resource for educational decision-making. The aim of this study was to evaluate the achievement of educational goals of the Department of Restorative and Aesthetic Dentistry from the viewpoints of dental students of Tabriz University of Medical Sciences based on the CIPP Assessment Model. Methods: In this descriptive cross-sectional study, the aim population was Tabriz dental students who had passed practical and theoretical restorative courses. The data gathering tool was a 30-item questionnaire that was developed using the CIPP evaluation model checklist and accepted internationally. Finally, the obtained data were evaluated and analyzed by SPSS software using frequency and percentage. Results: The most frequent response that students if exposed, they could do great, related to "Knowledge of Unity and Different Dentist Occupations" with 23 (31.1%) and the highest frequency, respectively. The students' response to poor exposure was "familiar with the types of inlays and their indications" with a frequency of 33 (45.8%). The categorized scores were also compared between men and women, type of student, and year of entry, with only the highest score being achieved by women and only one woman having a poor score. The highest frequency of good and average scores was also provided by men. There was no statistically significant relationship between the scores of men and women, the types of entries, and the years of entry (P> 0.05). Conclusion: By identifying the strengths and weaknesses of the students in the departments, the different entries in each of the courses related to the department of faculty restoration, the curriculum of these departments can be revised according to the students' needs and deficiencies and it obviated.